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UNIVERSITY    OF     ILLINOIS    LIBRARY    AT    URBANA-CHAMPAIGN 


OCT  18 
SEP  2? 


1982 
1962 


L161— O-1096 


BULLETIN  NO.  16 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


AN  ANNOTATED  BIBLIOGRAPHY  DEALING 
WITH  THE  CLASSIFICATION  AND  IN- 
STRUCTION OF  PUPILS  TO  PRO- 
VIDE FOR  INDIVIDUAL 
DIFFERENCES 


by 


Charles  W.  Odell 

Associate,  Bureau  of  Educational  Research 


PRICE  SO  CENTS 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS,  URBANA 

1923 


PREFACE 

The  making  of  adequate  provisions  for  individual 
differences  represents  one  of  the  most  important  prob- 
lems which  educators  are  now  facing.  The  need  is 
beginning  to  be  generally  recognized  and  numerous 
procedures  are  being  tried  out  in  our  schools.  Many 
reports  of  attempts  to  provide  for  individual  differences 
are  being  made.  In  order  that  one  who  is  interested  in 
making  such  provisions  may  profit  by  the  experience 
of  others  it  is  necessary  that  he  acquaint  himself  with 
the  work  which  they  have  done.  In  order  to  assist  the 
practical  school  man  in  this  endeavor  Dr.  C.  W.  Odell 
has  brought  together  an  extended  bibliography  on 
"The  Classification  and  Instruction  of  Pupils  to  Pro- 
vide for  Individual  Differences."  To  each  of  the  refer- 
ences he  has  added  a  brief  annotation  which  indicates 
the  character  of  the  information  which  will  be  found  in 
the  reference.  Altho  the  list  probably  is  not  complete 
it  is  believed  to  be  more  so  than  any  other  bibliography 
on  this  topic  which  is  now  available. 

Walter  S.  Monroe,  Director. 
November  10,  1923 


Digitized  by  the  Internet  Archive 

in  2011  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://www.archive.org/details/annotatedbibliog16odel 


An  Annotated  Bibliography  Dealing  with  the  Classification 

and  Instruction  of  Pupils  to  Provide  for 

Individual  Differences 

The  bibliography  which  follows  was  prepared  by  the  writer  in 
connection  with  his  work  described  in  a  previous  bulletin  of  the 
Bureau  of  Educational  Research  entitled  "The  Use  of  Intelligence 
Tests  as  a  Basis  of  School  Organization  and  Instruction,"  and  may 
be  considered  in  the  light  of  an  appendix  to  that  bulletin.  It  has, 
however,  been  revised  and  brought  up  to  date,  that  is  practically  to 
the  end  of  the  school  year  of  1922-23.  No  claim  is  made  for  its  abso- 
lute completeness  nor  that  the  references  given  are  more  important 
than  those  not  included.  An  effort  has  been  made  to  list  all  impor- 
tant and  most  unimportant  references  that  have  appeared  in  the 
twenty-five  or  thirty  leading  educational  periodicals  of  this  country. 
In  addition  to  these  references  many  others  are  included  from  books, 
school  reports,  bulletins,  proceedings  of  various  educational  bodies, 
etc.  The  writer  did  not  make  a  thoro  search  through  all  of  the  re- 
ports of  city  superintendents  and  other  school  officials,  proceedings  of 
state  and  other  teachers'  associations  and  various  other  similar 
sources. 

The  references  given  have  been  classified  into  two  main  divi- 
sions. The  first  part  of  the  bibliography  deals  with  discussions  of 
and  provisions  for  individual  differences  that  involve  the  use  of 
standardized  tests  of  general  intelligence  or  achievement.  The  second 
part  contains  references  about  provisions  and  discussions  that  do  not 
involve  the  use  of  such  tests.  Articles  that  deal  with  both  sorts  of 
classification,  that  based  on  the  results  of  tests  and  that  upon  some 
other  basis,  are  included  in  the  first  part. 

PART  I. 

i,J.  Adler,  Martha.  "Mental  tests  used  as  a  basis  for  the  classification 

of  school  children,"  Journal  of  Educational  Psychology,  5:22-28, 

January,  1914. 

In  a  New  York  school  160  first  and  fourth-grade  pupils  were  tested  with  the 
Goddard  Revision.  Almost  50  percent  of  those  tested  were  placed  in  advanced 
sections  and  of  these  about  60  percent  gained  one-half  year's  time.  Only  two  were 
retarded. 

[S] 


2.  Alexander,  J.  M.  "Binet-Simon  test  in  practical  use  in  the  public 

schools  of  Hinsdale,  Illinois,"  Elementary  School  Journal,  21: 
146-48,  October,  1920. 

Fifty-three  first-grade  pupils  were  tested  and  rearranged  on  the  basis  of  their 
ability  in  three  sections,  the  best  of  which  did  extra  work.  Also  special  classes  in 
other  grades  were  tested  and  handled  in  accordance  with  the  results. 

3.  Almack,  J.  C.  and  J.  L.  "Administrative  problems  connected  with 

gifted  children,"   Educational  Administration  and   Supervision, 
8:129-36,  March,  1922. 

In  the  junior  high  school  of  Eugene,  Oregon,  about  800  pupils  were  tested 
with  the  Army  Alpha,  Otis  and  Stanford  Revision.  Fifty-one  with  I.  Q.'s  above  100 
were  selected  for  superior  sections. 

4.  Anderson,  Rose  G.    "Methods  and  results  of  mental  surveys," 

Journal  of  Applied  Psychology,  6:1-28,  March,  1922. 

A  general  discussion  of  a  number  of  mental  surveys  and  of  the  number  of 
pupils  selected  as  feeble-minded.   This  varied  from  .16  percent  to  6.4  percent. 

5.  Armentrout,  W.  D.  "Classification  of  junior  high-school  pupils  by 

the  Otis  scale,"   Journal  of  Educational  Psychology,  11:165-68, 
March,  1920. 

Four  hundred  junior  high-school  pupils  in  Lawrence,  Kansas,  were  tested  with 
the  Otis  scale  and  three  or  four  groups  in  each  half  year  selected  according  to  their 
I.Q.'s. 

6.  Armentrout,    W.    D.  "Grouping    pupils    by    intelligence    tests," 

School  Review,  28:249-51,  April,  1920. 

Another  account  of  procedure  in  the  Lawrence,  Kansas,  Junior  High  School. 

7.  Armentrout,   W.   D.  "Classification    and   promotion   of   pupils," 

Education,  42:506-12,  April,  1922. 

A  discussion  of  several  flexible  plans.  Advocates  seven,  eight,  and  nine  year 
courses  for  the  elementary  school  with  classification  based  upon  intelligence,  physical 
and  educational  tests,  school  marks  and  teachers'  estimates. 

8.  Armentrout,  W.  D.  "Classification  of  junior  high-school  pupils  by 

the  Otis  scale,"  Education,  43:83-87,  October,  1922. 

Another  account  of  the  classification  of  the  junior  high-school  pupils  at 
Lawrence,  Kansas. 

9.  Arthur,  Grace.  "An  application  of  intelligence  tests  to  the  prob- 

lem   of    school    retardation,"    School    and    Society,    10:614-20, 
November  22,  1919. 

In  a  St.  Paul  elementary  school,  group  and  individual  tests  were  used  and 
pupils  placed  according  to  the  results.  In  two  years  failures  were  reduced  from  11 
to  2.9  percent,  special  promotions  increased  from  1.5  to  9.4  percent  and  54000 
saved. 

[6] 


10.  Ayer,  F.  C.  "The  present  status  of  promotional  plans  in  city 
schools,"  American  School  Board  Journal,  66:37-39,  April,  1923. 

Gives  questionnaire  replies  from  124  cities.  Thirty-six  different  plans  are 
listed.  The  cities  average  about  ten  plans  apiece.  It  was  found  that  there  is  little 
evidence  as  to  the  value  of  the  various  plans. 

H.Badanes,  Julie  E.  "The  first  practical  steps  in  selecting  gifted 
children  in  a  large  city  school."  New  York:  Continental  Print- 
ing Company,  1921.  22p. 

A  brief  history  of  intelligence  testing  discussing  especially  the  work  and  writ- 
ings of  Burt,  Meumann,  Allen,  Pearson  and  others. 

12.  Baer,   J.   A.  "Individual   differences    among   pupils,"    Cleveland, 

Ohio;  Cuyahoga  County  Public  Schools,  1922.    28p. 

A  general  discussion  of  the  individual  differences  that  exist  followed  by  sug- 
gestions as  to  different  bases  and  plans  of  classification  and  what  the  teacher  can 
do  to  look  after  individual  differences  in  the  different  subjects.  This  is  followed  by 
a  short  bibliography. 

13.  Bagley,  W.  C.  "Educational  determinism;  or  democracy  and  the 

I.  Q.,"  School  and  Society,  15:373-84,  April  8,  1922.   Education- 
al Administration  and  Supervision,  8:257-72,  May,  1922. 

A  strong  plea  against  classifying  or  instructing  pupils  according  to  their  I.Q.'s 
as  yielded  by  mental  tests. 

14.  Bagley,  W.  C.  "Professor  Terman's  determinism:    A  rejoinder," 

Journal  of  Educational  Research,  6:371-85,  December,  1922. 

An  answer  to  Terman's  criticism  of  Bagley's  address  on  Educational  Deter- 
minism. 

15.  Bagley,  W.  C."Educational  determinism  again:   A  rejoinder  to 

Professor    Whipple's    reply,"    School    and    Society,    16:141-44, 
August  5,  1922. 

A  further  argument  against  the  use  of  intelligence  test  results  for  classifying 
school  children. 

16.  Barton,  J.  W.  "School  organization  on  an  objective  basis,"   Edu- 

cational Administration  and  Supervision,  6:187-97,  April,  1920. 

In  Elk  River,  Minnesota,  323  pupils  in  grades  one  to  twelve  were  tested  with 
the  Kansas  Silent  Reading  and  an  opposites  test.  Thirteen  percent  were  given  extra 
promotion  on  the  basis  of  test  results  and  of  these  all  but  three  made  good.  Not 
a  single  one  was  injured  physically. 


[7] 


17.  Bates,  Grace  M.  "The  work  of  the  students'  welfare  committee 

of  Erasmus  Hall  High  School,"  Bulletin  of  High  Points  in  the 
Work  of  the  High  Schools  of  New  York  City,  5:20-24,  June, 
1923. 

In  this  school,  group  intelligence  test  results  are  used  to  classify  the  pupils  on 
the  first  day  of  actual  high-school  work.  Whatever  adjustments  seem  advisable  are 
made  later  but  it  has  been  found  that  the  original  classification  is  fairly  accurate. 

18.  Batson,  W.  H.  "The  South  Dakota  group  intelligence  test  for 

high  schools,"  School  and  Society,  15:311-15,  March  18,  1922. 

An  account  of  testing  almost  1500  pupils  in  South  Dakota.  Shows  how  test 
results  compare  with  teachers'  estimates,  also  the  amount  of  variation  between 
pupils  and  schools. 

19.  Berry,  C.  S.  "Classification  by  tests  of  intelligence  of  ten  thou- 

sand first-grade  pupils,"  Journal  of  Educational  Research, 
6:185-203,  October,  1922. 

An  account  of  the  plan  used  in  Detroit.  First-grade  pupils  are  tested  and 
divided  into  X,  Y  and  Z  groups  according  to  their  ratings.  The  course  of  study 
differs  for  the  three  groups. 

20.  Biddle,  Anne  E.  "The  superior  group,"   News   Letter,    17:3-4, 

May,  1923. 

A  brief  account  of  grouping  by  ability  in  the  high  schools  of  a  certain  city 
during  the  last  several  years  with  individual  accounts  of  a  number  of  bright  pupils. 
Superior  pupils  were  selected  by  the  judgment  of  the  teachers  verified  by  intelli- 
gence tests.   The  writer  is  heartily  in  favor  of  the  plan. 

21.  Bliss,    D.    C.  "The    application    of    standard    measurements    to 

school  administration,"  Fifteenth  Yearbook  of  the  National  So- 
ciety for  the  Study  of  Education,  Part  I.    Bloomington,  Illinois: 
Public  School  Publishing  Company,  1916,  p.  69-77. 
A    general    discussion    of    the   question    with    some    illustrations    drawn    from 
Montclair,  New  Jersey. 

22.  Book,  W.   F.  "Variations   in  mental  ability  and  its  distribution 

among  the  school  population  of  an  Indiana  county,"  Fifth  Con- 
ference on  Educational  Measurements,  Bulletin  of  the  Extension 
Division,  Vol.  4,  No.  4.  Bloomington:  Indiana  University,  1918, 
p.  100-31. 

An  account  of  the  use  of  Indiana  Schedule  B  in  all  the  schools  of  a  county. 
Discusses  the  differences  found  between  pupils,  the  distribution  of  ability,  the  re- 
liability of  the  scale  used  and  the  adjustments  that  should  be  made  in  the  schools. 

23.  Bracewell,  R.  H.  "The  Freeman-Rugg  general  intelligence  tests 

as  an  aid  to  economy  in  school  administration,"  School  Review, 
29:460-66,  June,  1921. 

In  the  Burlington,  Iowa.  High  School,  pupils  were  tested  with  these  tests  and 
the  average  of  the  test  results  and  teachers'  rankings  used  for  purposes  of  place- 
ment. 

[8] 


24.  Branson,  E.  P.  "An  experiment  in  arranging  high-school  sections 
on  the  basis  of  general  ability,"  Journal  of  Educational  Re- 
search, 3  : 53-55,  January,  1921. 

In  the  Long  Beach,  California,  High  School,  freshmen  were  grouped  in  English 
according  to  their  scores  on  the  Otis  scale.  This  scale  appeared  to  select  inferior 
pupils  better  than  superior  ones,  altho  it  was  fairly  efficient  in  both  respects. 

reed,   F.   S.  "Shall  we  classify   pupils   by   intelligence   tests?" 

School  and  Society,  15:406-9,  April  15,  1922. 

A  general  discussion  listing  a  number  of  principles,  cautions,  conditions,  and 
steps  in  using  intelligence  tests.  The  conclusion  is  that  altho  intelligence  test  re- 
sults, the  will,  and  the  emotions,  etc.,  are  important  factors  in  classifying,  the 
achievement  secured  must  be  the  final  determining  factor. 

26.  Breed,  F.  S.  and  Breslich,  E.  R.  "Intelligence  tests  and  the 

classification  of  pupils.  II."  School  Review,  30:210-26,  March, 

1922. 

An  account  of  an  experiment  in  the  University  of  Chicago  High  School  in 
which  it  was  found  that  Otis  test  results  divided  pupils  better  than  measures  of 
their  ability  in  arithmetic.  The  conclusion  reached  was  that  no  test  gives  a  reliable 
basis  for  permanent  classification. 

27.  Brooks,  S.  S.  "Some  uses  for  intelligence  tests,"  Journal  of  Edu- 

cational Research,  5:217-38,  March,  1922.  Improving  Schools 
by  Standardized  Tests.  Boston:  Houghton  Mifflin  Company, 
1922.  p.  96-123. 

Recommends  that  pupils  be  placed  by  intelligence  test  results  rather  than  by 
those  from  achievement  tests. 

Buckingham,  B.  R.  "Suggestions  for  procedure  following  a  test- 
ing program-I.  Reclassification,"  Journal  of  Educational  Re- 
search, 2:787-801,  December,  1920. 

States  that  intelligence  tests  alone  are  not  a  safe  guide  for  promotion  but 
should  be  supplemented  by  subject-matter  tests  and  measures  of  non-intellectual 
qualities. 

29.  Burkard,  W.  E.  "Grouping  by  ability  in  the  Robert  Treat  Jun- 

ior High,  Newark,"  News  Letter,  19:4-5,  April,  1921. 

In  Newark  there  were  accelerated,  normal  and  retarded  groups  in  grades  I-IX 
based  on  measurements  by  a  modified  form  of  the  Binet  Scale.  The  same  course  of 
study  was  followed  but  at  different  rates.  The  plan  appears  to  have  given  satis- 
faction. 

30.  Callihan,  T.  W.  "An  experiment  in  the  use  of  intelligence  tests 

as  a  basis  for  proper  grouping  and  promotions  in  the  eighth 

grade,"  Elementary  School  Journal,  21:465-69,  February,  1921. 

Almost  300  eighth-grade  pupils  were  divided  into  sections  according  to  abil- 
ity. The  basis  was  a  combination  of  results  from  the  Illinois  General  Intelligence 
Scale,  Monroe's  Silent  Reading  Test,  and  to  some  extent  teachers'  estimates  and 
marks. 

[9] 


31. Q 


Campbell,  Cora.  "Intelligence  tests  as  a  basis  for  classification," 
The  Technique  of  Supervision  by  the  Elementary  School  Prin- 
cipal. The  First  Yearbook  of  the  Department  of  Elementary 
School  Principals.  Washington:  National  Education  Association, 
May,  1922,  p.  45-49. 

As  a  result  of  a  number  of  experiments  Kansas  City  adopted  the  policy  of 
classifying  pupils  upon  the  basis  of  individual  intelligence  tests  given  in  the  kinder- 
garten and  first  grade,  group  tests  given  in  other  grades,  and  health,  attendance, 
school  attitude  and  certain  other  factors. 

32,jCampbell,  L.  H.  "Age  gradation  and  grade  grouping,"  Amer- 
ican School  Board  Journal,  58:36,  May,  1919. 

States  that  in  Providence,  Rhode  Island,  pupils  were  grouped  according  to 
their  age  and  placings  verified  by  the  Stanford  Revision.  Ten  good  results  are  listed. 

33.  Carback,  Clarence.  "Grouping  of  children  by  abilities  and  con- 
sequent change  in  school  procedure.  3.  Procedure  in  Philadel- 
phia." Ninth  Annual  Schoolmen's  Week  Proceedings.  Univer- 
sity of  Pennsylvania  Bulletin,  Vol.  23,  No.  1,  p.  269-72. 

States  that  in  Philadelphia  there  are  about  twenty  elementary  schools  with 
some  or  all  pupils  grouped  according  to  their  abilities.  The  bright  pupils  take  an 
enriched  curriculum. 

34.)Cayco,  F.  and  Pressey,  S.  L.  "Three  refinements  of  method  in 
school  surveys,"  Educational  Administration  and  Supervision, 
7:433-38,  November,  1921. 

A  discussion  of  the  need  of  relating  age-grade,  achievement  and  intelligence 
test  data  to  each  other.   Also  a  brief  account  of  testing  the  pupils  of  a  small  system. 

35.  Chassell,  C.  S.  and  Chassell,  L.  M.  "A  survey  of  the  three  first 

grades  of  the  Horace  Mann  school  by  means  of  psychological 

tests  and  teachers'  estimates  and  a  statistical  evaluation  of  the 

measures  employed,"  Journal  of  Educational  Psychology,  12:72- 

81,  243-52;  February,  May,  1921. 

The  average  of  results  according  to  the  Stanford  Revision,  Pressey  and  Myers 
Tests  and  teachers'  estimates  of  maturity  and  reading  ability  was  found  and  used 
as  a  basis  of  forming  three  fairly  homogeneous  groups. 

36.  Clerk,  F.  E.  "Providing  for  individual  differences  by  grouping 

by  abilities.  Organization  and  practical  working  of  the  plan." 
Eighth  Annual  Schoolmen's  Week  Proceedings,  University  of 
Pennsylvania  Bulletin,  Vol.  XXI,  No.  37,  Philadelphia,  June  18, 
1921,  p.  243-49. 

An  account  of  procedure  in  Winchester,  Virginia,  in  which  teachers'  judgments, 
school  marks,  achievement  and  intelligence  tests,  etc.,  are  used  in  placing  pupils. 
Accelerated,  normal  and  slow  groups  are  formed  in  high  school  as  well  as  grades.  A 
number  of  cautions  are  given. 

[10] 


37.  Cleveland,  Elizabeth.  "Detroit's  experiment  with  gifted  child- 

ren," School  and  Society,  12:179-83,  September  11,  1920. 

The  best  five  percent  of  seventh  and  eighth-grade  pupils  are  selected  and 
placed  in  special  classes.  The  first  basis  of  selection  was  the  teacher's  judgment, 
later  the  Binet  Tests  were  used  and  finally  group  tests.  The  pupils  selected  gain 
a  little  time  and  take  an  enriched  course. 

38.  Cleveland,  Elizabeth.  "Some  further  studies  of  gifted  children," 

Journal  of  Educational  Research,  4:195-99,  October,  1921. 

A  study  of  144  bright  and  the  same  number  of  average  children  in  Detroit. 
Health,  home  conditions,  tastes,  etc.,  were  studied. 

39.  Cole,  L.  W.  "Mental  age  and  school  entrance,"  School  and  So- 

ciety, 8:418-19,  October  5,  1918. 

In  Denver  pupils  entering  the  first  grade  are  tested.  It  is  found  that  the  I.Q. 
of  five-year-olds  is  high,  of  six-year-olds  next  and  that  of  seven-year-olds  lowest. 
The  conclusion  is  that  better  results  could  be  obtained  by  selecting  new  entrants  by 
the  Binet  Scale  than  by  chronological  age. 

40.  Cole,  L.  W.  "Prevention  of  the  lockstep  in  schools,"  School  and 

Society,  15:211-17,  February  25,  1922. 

An  account  of  the  use  of  the  Binet,  and  Cole  and  Vincent  Tests  in  the  first 
grade.  It  is  shown  that  six-year-old  children  are  not  a  homogeneous  group  and  that 
there  is  a  great  difference  between  the  best  and  worst  entering  the  first  grade.  States 
that  classes  should  be  organized  on  a  mental-age  basis. 

41.  Colvin,  S.  S.  "The  present  status  of  mental  testing,"  Educational 

Review,  64:196-206,  320-37;   October,   November,    1922. 

A  brief  account  of  the  testing  movement  and  present  knowledge  concerning  it 
and  a  discussion  of  the  use  of  tests  for  the  classification  of  pupils,  their  validity, 
cautions  to  be  observed  in  their  use,  etc. 

42.  Colvin,  S.  S.  et  al.  "Intelligence  tests  and  their  use,"    Twenty- 

first  Yearbook  of  the  National  Society  for  the  Study  of  Edu- 
cation. Bloomington,  Illinois:  Public  School  Publishing  Com- 
pany, 1922,  289  p. 

The  most  complete  discussion  of  the  subject  published.  Part  I  deals  with  the 
nature,  history  and  general  principles  of  intelligence  testing  and  Part  II  with  the 
administrative  use  of  intelligence  tests.  The  latter  part  contains  both  theoretical 
discussion  and  actual  accounts  of  what  is  being  done. 

43.  Cox,  E.  M.  "Report  of  committee  on  promotions  and  rates  of 

progress."  Superintendent's  Report,  Oakland,  California,  1917- 
18,  p.  77-79. 

History  of  acceleration,  retardation,  special  progress,  mental  testing,  special 
classes,  etc.,  in  Oakland.  States  that  the  results  of  special  promotions,  classes  and 
mental  testing  have  been  good. 

[11] 


44.  Cox,  P.  W.  L.  "Providing  for  individual  differences  by  means  of 

grouping  by  ability."  Ninth  Annual  Schoolmen's  Week  Pro- 
ceedings, University  of  Pennsylvania  Bulletin,  Vol.  23,  No.  1, 
p.  233-44. 

An  account  of  grouping  pupils  in  junior  and  senior  high  schools  according  to 
results  from  the  Otis  Test,  various  achievement  tests  and  their  interests  and  apti- 
tudes. 

45.  Coxe,  VV.  W.  "School  variation  in  general  intelligence,"   Journal 

of  Educational  Research,  4:187-94,  October,  1921. 

Gives  results  of  giving  the  Otis  Test  in  twenty-four  Cincinnati  elementary 
schools  as  a  basis  for  selecting  pupils  for  a  special  six-year  classical  course.  Great 
variation  in  intelligence  was  found. 

46.  Cummins,  R.  A.  "Educational  measuring  sticks  and  their  uses," 

American  School  Board  Journal,  63:33-5,  August,  1921. 
Contains  a  discussion  of  the  use  of  intelligence  and  subject-matter  tests. 

47.  Dawson,  C.  D.  "Classification  of  kindergarten  children  for  first 

grade  by  means  of  the  Binet  scale,"  Journal  of  Educational  Re- 
search, 6:412-22,  December,  1922. 
In  Grand  Rapids  64  percent  of  2000  kindergarten  children  were  classified  in 

the  first  grade  on  the  basis  of  test  results.    Three  groups  were  formed.    Eighteen 

percent  had  to  be  shifted  from  the  original  classification. 

48.  Deamer,  Arthur.  "An  experiment  in  acceleration,"  Fargo,  North 

Dakota;  Board  of  Education,  1919,  32  p. 

Pupils  for  fast  sections  in  the  upper  grades  were  selected  according  to  their 
school  marks.  When  measured  with  standardized  tests  they  showed  that  their 
achievement  was  satisfactory.    Likewise  their  high-school  records  were  good. 

49.  Dickson,  V.  E.  "The  relation  of  mental  testing  to  school  admin- 

istration."   The  Normal  Seminar  Bulletin  A,  No.   1.  Cheney, 

Washington,  June,  1917. 

A  study  of  the  differences  of  pupils  according  to  sex,  chronological  and  mental 
age,  I.Q.,  school  mark,  and  teacher's  estimate.  The  study  shows  a  high  correlation 
between  mental  ages  and  school  marks. 

50.  Dickson,  V.  E.  "What  first-grade  children  can  do  in  school  as 

related  to  what  is  shown  by  mental  tests,"  Journal  of  Educa- 
tional Research,  2:475-80,  June,  1920. 

In  Oakland,  California,  first-grade  pupils  are  classified  in  three  groups  on  the 
basis  of  test  results  and  school  marks.  Pupils  with  a  mental  age  below  six  cannot 
do  regular  first-grade  work  and  should  be  put  in  a  special  group. 

51.  Dickson,  V.  E.  "The  use  of  group  mental  tests  in  the  guidance 

of  eighth-grade  and  high-school  pupils,"  Journal  of  Educational 
Research,  2:601-10,  October,  1920. 

On  the  basis  of  scores  on  part  of  the  Otis  Scale  and  school  marks  an  accelerat- 
ed class  was  formed  which  covered  eighth-grade  work  in  fifty-five  days,  entered  high 
school  immediately  and  made  better  marks  than  the  average.  Two  similar  groups 
are  also  discussed. 

[12] 


52.  Dickson,  V.  E.  "The  use  of  mental  tests  in  school  administra- 

tion," Monograph,  Vol.  IV.  Berkeley,  California:   Board  of  Edu- 
cation, June,  1922.  44  p. 

Advocates  the  use  of  test  results  in  determining  the  grade  placement  of  pupils. 
Shows  that  individual  intelligence  tests  are  rather  highly  reliable  and  group  tests 
fairly  so,  also  that  the  I.Q.  is  a  fairlv  safe  measure  of  prognosis. 

53.  Dickson,  V.  E.  "The  treatment  of  gifted  children  in  Oakland  and 

in  Berkeley."    Proceedings  of  the  First  Annual  Conference  on 

Educational  Research  and  Guidance,  San  Jose  State  Teachers 

College.    Sacramento,  California:    State  Printing  Office,   1923, 

p.  26-28. 

A  discussion  of  the  basis  of  segregation  and  what  should  be  done  after  segre- 
gation. Argues  that  children  should  be  treated  differently  according  to  their  differ- 
ences in  ability.  Also  that  gifted  children  should  not  merely  gain  time  but  should 
also  have  a  broader  and  surer  foundation. 

54.  Dickson,  V.  E.  Mental  Tests  and  the  Classroom  Teacher.  Yonk- 

ers-on-Hudson:    World  Book  Company,  1923.    231  p. 

This  is,  as  its  name  indicates,  a  general  discussion  of  the  use  of  mental  tests 
in  school.  The  author  maintains  that  group  tests  are  fairly  reliable  for  predicting 
school  success  and  that  pupils  should  be  classified  at  the  time  of  entering  school  on 
the  basis  of  their  ability.  The  results  of  mental  tests  should  be  an  important  factor 
in  this  classification. 

55.  Doten,  Willard.  "Tests  for  ability  grouping,"  American  School 

Board  Journal,  63:37-38,  October,  1921. 

The  Montclair,  New  Jersey  Junior  High  School  pupils  were  grouped  according 
to  the  results  from  the  National  and  Haggerty  Tests.  The  work  for  the  groups  was 
differentiated.    Satisfactory  results  followed. 

)Edmondson,  Margaret  B.  "A  mental  survey  of  first-grade  school 

pupils,"  Pedagogical  Seminary,  27:354-70,  December,  1920. 

A  discussion  of  the  mental  ages,  I.Q.'s,  school  marks,  chronological  ages,  and 
teachers'  estimates  of  some  grade  pupils  in  Eugene,  Oregon.  Shows  the  lack  of 
homogeneity  of  the  group  and  the  relationship  between  the  various  data. 

57.  Ettinger,  W.  L.  "Economy  in  school  administration,"  School  and 

Society,  14:409-15,  November  12,  1921. 

An  argument  that  much  of  the  waste  in  school  is  due  to  crude  classification. 

58.  Ettinger,  W.  L.  "Crude  classification  causes  waste,"  School  Life, 

7:66,  November,  1921. 

A  general  statement  of  the  need  of  careful  classification. 

59.  Fordyce,  Charles.  "Intelligence  tests  and  classifying  children  in 

the  elementary  school,"  Journal  of  Educational  Research,  4:40- 

42,  June,  1921. 

An  account  of  the  use  of  the  Haggerty  Test  on  over  1000  pupils.  Discusses 
relation  of  test  results  and  teachers'  estimates. 

[13] 


60.  Frank,  C.  D.  "A  ray  of  light  let  in  by  a  study  of  first-term  fail- 

ures," Bulletin  of  High  Points  in  the  Work  of  the  High  Schools 
of  New  York  City,  5:6-7,  May,  1923. 

An  account  of  an  experiment  showing  that  elementary-school  marks  furnish 
a  better  basis  of  predicting  high-school  marks  than  do  intelligence  test  results. 

61.  Freeman,  F.  N.  "Bearing  of  the  results  of  mental  tests  on  the  de- 

velopment of  the  child,"  Scientific  Monthly,   12:558-70,  June, 
1921. 

States  that  the  traditional  method  brings  together  pupils  of  very  different 
mental  ability,  while  grouping  by  mental  ability  brings  together  pupils  whose  intel- 
lectual processes  are  not  equally  developed.  Ideal  grouping  would  bring  together 
pupils  alike  in  both. 

.-€'2.  Freeman,  F.  N.  "Bases  on  which  students  can  be  classified  ef- 
fectively,"   School  Review,  29:735-45,  December,  1921. 

States  that  classification  should  be  based  upon  mental  ability,  chronological 
and  physical  age,  social  and  intellectual  stages  of  development.  Both  tests  and 
teachers'  judgments  should  be  used. 

63.  Frasier,  G.  W.  "The  measurement  of  intelligence  as  an  aid  to 

administration,"   Educational   Administration   and    Supervision, 
6:361-66,  October,  1920. 

An  account  of  administering  the  Stanford  Revision  in  Spokane  and  giving 
pupils  special  promotions  and  demotions  according  to  the  results.  In  general  the 
placement  of  pupils  was  satisfactory. 

64.  Glass,  J.  M.  "Classification  of  pupils  in  ability  groups,"    School 

Review,  28:495-508,  September,  1920. 

In  a  Rochester  junior-high  school  pupils  were  placed  by  results  from  several 
intelligence  tests.  Most  of  those  so  placed  did  satisfactory  work  but  a  few  had  to  be 
shifted. 

65.Goddard,  H.  H.  "Two  thousand  children  tested  by  the  Binet 
measuring  scale  for  intelligence,"  Addresses  and  Proceedings  of 
the  National  Education  Association,  49:870-78,  1911. 

An  account  of  using  the  Binet  scale  to  find  New  York  children  three  years 
or  more  below  normal. 

66.  Goldstone,  G.  A.  "Differentiation  of  method  in  teaching  reading 
to  slow  and  bright  pupils,"  Bulletin  of  High  Points  in  the  Work 
of  the  High  Schools  of  New  York  City,  5:11-14,  April,  1923. 

An  account  of  an  experiment  in  grouping  high-school  pupils  into  bright, 
medium  and  slow  groups  according  to  the  results  of  the  Thorndike-McCall  Reading 
Scale.  After  the  groups  were  formed  each  was  taught  by  a  different  method  but 
with  practically  the  same  subject  matter.    The  results  were  satisfactory. 


[14] 


67.  Gray,  P.  L.  and  Marsden,  R.  E.  "An  application  of  intelligence 

tests,"  Journal  of  Experimental  Pedagogy  and  Training  College 

Record,  6:33-38,  March  5,  1921. 

An  account  of  testing  a  small  group  of  pupils  with  the  Stanford  Revision. 
Compares  the  results  with  those  from  examinations,  teachers'  estimates  and  vocabu- 
lary tests. 

68.  Greenberg,  B.  B.  "Intelligence  tests  as  a  basis  for  reclassifica- 

tion," The  Technique  of  Supervision  by  the  Elementary  School 
Principal.  The  First  Yearbook  of  the  Department  of  Elemen- 
tary School  Principals.  Washington:  National  Education  Asso- 
ciation, May,  1922,  p.  55-58. 

An  account  of  the  reorganization  of  a  New  York  school  on  the  basis  of  results 
from  individual  and  group  intelligence  tests,  several  achievement  tests,  sensory  and 
motor  tests,  etc.  Reclassification  on  the  basis  of  these  tests  resulted  in  increased 
homogeneity  in  each  grade. 

69.  Haggerty,   M.    E.  "Recent  developments    in    measuring   human 

capacities,"  Journal  of  Educational  Research,  3  :241-53,  April, 

1921. 

States  that  intelligence  must  be  supplemented  by  other  traits  as  a  basis  for 
estimating  capacities. 

70.  Hanson,  W.  A.  "Mental  measurement  and  the  special  class  sys- 

tem in  New  London,  Connecticut,"  American  School  Board 
Journal,  63:37,  119,  September,  1921. 

Twenty-seven  hundred  children  were  tested  with  the  Dearborn  and  Haggerty 
Tests.  Special  classes  were  formed  and  the  results  also  used  to  guide  teachers  in  their 
instruction.    In  some  cases  individual  tests  were  given. 

71.  Harper,  May  M.  "Intelligence  tests  as  a  basis  for  homogeneous 

grouping,"  Elementary  School  Journal,  22:781-82,  June,  1922. 

In  a  junior  high  school  in  Xenia,  Ohio,  pupils  were  classified  in  three  groups 
according  to  the  Haggerty  and  Terman  tests.  Reclassifications  were  made  at  the 
end  of  every  two  months.  About  half  of  the  pupils  were  changed  at  the  end  of  two 
months  and  about  one-fourth  at  the  end  of  four  months. 

72.  Henmon,  V.  A.  C.  "The  measurement  of  intelligence,"  School  and 

Society,  13:151-58,  February  5,  1921. 

An  argument  in  favor  of  the  cautious  use  of  tests  for  purposes  of  classification. 
States  that  these  tests  should  measure  social  and  mechanical  as  well  as  abstract  in- 
telligence. 

73.  Henry,  Mary  B.    "Mental  testing  as   an  aid  in  guidance  and 

classification  of  school  children."  Department  of  Research  of  the 
Santa  Ana  Public  Schools,  Bulletin  No.  1.  Santa  Ana,  Calif- 
ornia:   Board  of  Education,  1919.   23  p. 

A  general  account  of  the  use  of  mental  tests  in  the  Santa  Ana  schools.  Dis- 
cusses their  agreement  with  teachers'  estimates,  their  use  for  the  purpose  mentioned 
above,  etc.  Pupils  are  grouped  in  three  sections  on  the  basis  of  test  results  and  other 
information. 

[IS] 


74.  Herrig,  Anna  B.  "Promotions  in  the  practise  school  as  deter- 

mined by  the  use  of  standard  tests  and  educational  measure- 
ments," Educational  Administration  and  Supervision,  7:217-25, 
April,  1921. 
A  theoretical  discussion. 

75.  Hines,  H.  C.  "What  Los  Angeles  is  doing  with  the  results  of  test- 

ing," Journal  of  Educational  Research,  5:45-47,  January,  1922. 

Gives  various  details  connected  with  the  use  of  both  intelligence  and  achieve- 
ment tests  in  Los  Angeles. 

76;Hines,    H.    C.  "Measuring    the    intelligence    of    school    pupils," 

American  School  Board  Journal,  64:35-37,  135,  April,  1922. 

A   rather  good   theoretical   discussion   giving  criticisms   on   both   sides  of   the 
question  and  listing  what  are  considered  the  best  tests  for  the  different  grades. 

77.  Holley,  C.  E.  "Mental  tests  for  school  use."  Bureau  of  Educa- 

tional Research  Bulletin,  No.  4,  University  of  Illinois  Bulletin, 
Vol.  17,  No.  28,  March  8,  1920.   University  of  Illinois,  91  p. 

A  study  of  the  use  of  a  number  of  mental  tests  with  some  theoretical  discus- 
sion. 

78.  Holmes,  H.  W.  "The  general  philosophy  of  grading  and  pro- 

motion with  relation  to  intelligence  testing,"  School  and  Society, 
15:457-61,  April  29,  1922. 

An  argument  for  an  enriched  course  for  superior  pupils. 

79.  Hughes,  W.  H.  "Provisions  for  individual  differences  in  high- 

school  organization  and  administration,"  Journal  of  Educational 

Research,  5:62-71,  January,  1922. 

A  questionnaire  study  of  plans  actually  used  by  high  schools. 

80.  Hunter,  F.  N.  "Report  of  the  superintendent  of  schools  for  the 

year  1917-18."  Oakland,  California:    Board  of  Education,  1919. 
353  p. 

Contains  considerable  discussion  of  the  Otis  and  Simon-Binet  Tests,   flexible 
promotion,  etc. 

81.  Irving,  M.  Louise.  "Classification  into  ability  groups  in  Santa 

Rosa,"  Journal  of  Educational  Research,  6:362-64,  November, 

1922. 

In  the  junior  high  school  of  Santa  Rosa  classification  is  based  upon  two  or 
three  intelligence  tests  and  several  achievement  tests. 

82.  Jahrling,    Robert.  "Educating    gifted    children    in    Hamburg," 

Pedagogical  Seminary,  30:35-39,  March,  1923. 

Gifted  children  are  selected  by  a  combination  of  tests,  teachers'  estimates  and 
school  marks.   A  special  course  is  provided  for  them. 

[16] 


83.  Johnson,  O.  J.  "Teachers'  estimates  of  qualities  of  gifted  pupils  as 

related  to  classroom  activities,"  School  and  Society,  17:466-69, 
April  28,  1923. 

Thirty-three  teachers  of  900  pupils,  mostly  in  high  school,  answered  a  ques- 
tionnaire of  ten  questions  on  the  general  topic  given  above.  The  teachers  favored 
separating  bright  pupils  from  others  and  giving  them  special  work. 

84.  Jordan,  R.  H.  "An  example  of  classification  by  group   tests," 

Educational  Administration  and  Supervision,  6:198-201,  April, 

1920. 

In  a  Minnesota  grade  school  the  seventh  and  eighth-year  pupils  were  tested 
with  several  mental  tests.  Those  above  the  75  percentile  of  the  next  higher  class 
were  considered  for  extra  promotion,  those  below  the  25  percentile  of  the  next  lower 
class  for  failure  or  demotion. 

85.  Keener,  E.  E.  "The  use  of  measurements  in  a  small  city  school 

system,"  Journal  of  Educational   Research,  3:201-06,  March, 
1921. 

This  article  mentions  a  few  instances  of  readjustment  in  school  based  upon 
test  results.   The  averages  given  are  from  the  Richmond,  Indiana,  schools. 

86.  Kelley,   T.    L.  "Again:    educational    determinism,"    Journal   of 

Educational  Research,  8:10-19,  June,  1923. 

The  writer  states  that  he  is  in  sympathy  with  Bagley's  belief  in  democracy 
and  Terman's  insistence  upon  the  reality  of  individual  differences.  His  conclusion 
is  that  instruction  should  be  properly  differentiated. 

87.  Kent,   R.   A.  "An   experiment   in   the   grading   and   placing   of 

children,"  American  School  Board  Journal,  62:40-41,  February, 
1921. 

In  Duluth,  pupils  were  placed  according  to  results  from  the  Otis  test.  Dis- 
cipline was  made  easier,  interest  was  increased,  better  work  was  done  and  other 
good  results  secured. 

88.  Ketner,  Sarah  P.  "Grouping  by  standardized  tests  for  instruc- 

tional purposes,"  Journal  of  Educational  Research,  2:620-25, 
October,  1920. 

A  Denver  school  grouped  pupils  in  reading,  arithmetic  and  penmanship  accord- 
ing to  the  results  of  tests.  The  experiment  seemed  to  be  successful  and  the  plan 
was  to  be  extended  to  other  schools. 

89.  Kuhlmann,  F.  "What  constitutes  feeble-mindedness,"  Journal  of 

Psycho-asthenics,  19:214-36,  June,  1915. 

Reaches  the  conclusion  that  the  I.Q.  is  the  most  reliable  criterion  of  an  in- 
dividual's grade  of  intelligence. 

[17] 


90.  Kuntz,  E.  E.  "Grouping  of  children  by  abilities  and  consequent 

changes  in  school  procedure.  3.  Procedure  in  Lansford."  Ninth 
Annual  Schoolmen's  Week  Proceedings,  University  of  Pennsyl- 
vania Bulletin,  Vol.  23,  No.  1,  p.  267-69. 

The  Haggerty,  National  and  Terman  Tests  were  used  as  a  basis  for  grouping 
pupils.  Two  or  three  sections  were  formed  in  each  of  the  lower  grades  and  more 
time  given  to  slow  pupils  in  the  upper  grades. 

91.  Kyte,  G.  C.  "An  experiment  in  the  education  of  gifted  children 

in  the  first  grade,"  The  Technique  of  Supervision  by  the 
Elementary  School  Principal.  The  First  Yearbook  of  the  De- 
partment of  Elementary  School  Principals.  Washington:  Na- 
tional Education  Association,  May,  1922,  p.  71-80. 

In  a  public  school  at  Berkeley  superior  first-grade  children  are  selected  on  the 
basis  of  results  from  the  Stanford  Revision  and  certain  other  data  and  allowed  to 
gain  time.  A  reading  test  showed  that  nothing  was  lost  in  achievement.  On  the 
whole  the  plan  was  satisfactory. 

92.  Laws,  A.  R.  and  Bowie,  S.  "Intelligence  tests  in  examinations  for 

junior   scholarships,"   Journal   of   Experimental   Pedagogy    and 

Training  College  Record,  6:155-69,  December  5,  1921. 

Found  that  the  correlation  between  intelligence  test  results  and  terminal  marks 
ranged  from  — .04  to  +.96.  Concludes  that  no  one  test  is  sufficient  as  a  basis  for 
judging  pupils. 

93.  Layton,  W.  K.  "The  intelligence  testing  program  of  the  Detroit 

public  schools,"  School  and  Society,  15:368-72,  April  1,  1922. 

Much  the  same  as  contained  in  the  reference  by  same  author  in  the  Twenty- 
first  Yearbook.  Especially  describes  the  X,  Y  and  Z  groups  in  the  first  grade, 
membership  in  which  is  determined  by  test  results  and  which  have  different  work. 

94.  Lindsay,  M.   D.   and   Gamsby,   R.   S.  "Where   test   scores    and 

teachers'  marks  disagree,"  School  Review,  29:679-87,  November, 
1921. 

An  account  of  the  use  of  the  Terman  Test  in  Palo  Alto  Union  High  School. 
It  was  found  that  in  all  cases  of  poor  work  by  superior  students  the  teachers 
could  have  secured  better  work  if  they  had  known  the  pupils'  ability. 

95.  Lloyd,  S.  M.  and  Ullrich,  O.  A.,  Jr.  "The  progress  of  pupils  in 

an  ungraded  class,"  Psychological  Clinic,  11:276-87,  February 
15,  1918.       . 

Several  subject-matter  tests  were  used  with  the  pupils  of  an  ungraded  room  in 
Austin.  Pupils  gained  by  being  placed  in  this  room. 

96.  Lowell,  Frances.  "An  experiment  in  classifying  primary  grade 

children  by  mental  age,"  Journal  of  Applied  Psychology,  6:276- 
90,  September,  1922. 

In  the  practise  school  of  the  City  Normal  School  of  Rochester,  pupils  of 
grades  I  to  III  were  grouped  with  the  Kuhlmann  Revision  as  a  chief  basis. 

[18] 


97.  Madsen,  I.  N.  "Interpreting  achievement  in  school  in  terms  of 

intelligence,"  School  and  Society,   14:59-60,  July  30,   1921. 

A  rather  short  discussion  of  the  E.  Q.,  A.  Q.  and  I.  Q. 

98.  Madsen,    I.   N.  "Intelligence    as    a    factor   in    school    progress," 

School  and  Society,  15:283-88,  March  11,  1922.  American 
School  Board  Journal,  64:37-38,  June,  1922. 

A  number  of  towns,  mostly  in  Idaho,  gave  the  Haggerty  Test  in  the  elemen- 
tary school  and  the  Army  Alpha  in  high  school  to  over  12,000  pupils.  It  was  found 
that  the  I.Q.'s  of  the  same  age  group  varied  directly  with  the  grade  placement. 

99.  Marshall,  Jessica.  "Using  the  results  of  testing,"  The  Tech- 

nique of  Supervision  by  the  Elementary  School  Principal.  The 
First  Yearbook  of  the  Department  of  Elementary  School  Prin- 
cipals. Washington:  National  Education  Association,  May, 
1922,  p.  49-55. 

An  account  of  the  use  of  tests  for  purposes  of  placing  pupils  in  a  Toledo 
school.  In  the  lower  grades  classification  was  chiefly  according  to  the  results  of 
various  intelligence  tests,  in  the  upper  grades  according  to  those  from  achieve- 
ment tests. 

100.  Martens,  Elise  H.  "Better  classification,"  The  Journal  of  the 
National  Education  Association,  12:174-75,  May,  1923. 

A  statement  of  the  problem  and  our  failure  to  meet  it  at  present  followed  by 
an  argument  that  individual  differences  must  be  recognized.  It  is  implied  that 
mental  and  subject-matter  tests  should  be  used  for  this  purpose. 

101.  Miller,  W.  S.  "General  intelligence  tests,"  School  Review, 
28:94,  February,  1920. 

A  brief  statement  that  the  University  of  Minnesota  High  School  has  been 
classifying  entering  students  according  to  mental  test  results  with  a  list  of  favorable 
results.  States  that  the  highest  correlation  between  mental  test  results  and  achieve- 
ment is  in  mathematics  and  science. 

102.  Mitchell,  David.  "Psychological  examination  of  pre-school  age 
children,"  School  and  Society,  15:561-68,  May  20,  1922. 

Discusses  the  results  of  testing  1000  New  York  children,  advocates  special 
classes,  differentiated  curricula,  etc. 

103.  Montgomery,  E.  W.  "Group  tests  for  intelligence  in  the  Bedford 
(Indiana)  schools,"  Sixth  Conference  on  Educational  Measure- 
ments, Bulletin  of  the  Extension  Division,  Vol.  5,  No.  1.  Bloom- 
ington:    Indiana  University,  1919,  p.  54-55. 

The  Binet-Simon  Test  was  used  to  select  pupils  for  special  classes.  In  addi- 
tion group  tests  were  used  in  high  school  as  the  basis  of  organizing  fast  sections. 

[19] 


104.  Murdoch,  Katharine.  "Rate  of  improvement  of  the  feeble- 
minded as  shown  by  standardized  educational  tests,"  Journal  of 
Applied  Psychology,  2:243-49,  September,  1918. 

The  Stanford  Revision  and  a  dozen  or  so  subject  matter  tests  were  used  on 
a  small  number  of  feeble-minded  children.  Conclusion  reached  was  that  the  mental 
age  of  a  feeble-minded  is  not  equivalent  to  the  same  mental  age  of  a  normal  child. 

105.  Myers,  A.  F.  "Reclassification  of  children  on  basis  of  tests  in 

Port  Clinton  schools,"  Journal  of  Educational  Method,  1:24-25, 

September,  1921. 

In  Port  Clinton,  Ohio,  a  change  was  made  from  the  annual  to  the  semester 
system  by  promoting  the  upper  40  percent  of  each  grade  one  semester  and  demoting 
the  lower  10  percent  one  semester.  The  basis  of  classification  was  a  combined  intelli- 
gence and  achievement  test  score. 

106.  Myers,  C.  E.,  Myers,  G.  C.  and  Layton,  S.  H.  "Group  mental 
testing  in  Altoona,  Pennsylvania,"  School  and  Society,  13:624- 
28,  March  28,  1921. 

The  Myers'  Mental  Measure  was  used.  It  was  recommended  that  special 
classes  for  sub-  and  super-normal  children  be  formed,  that  several  parallel  courses 
be  organized,  that  pupils  be  classified  according  to  their  I.Q.'s  and  school  marks,  etc. 

107.  Myers,  G.  C.  "Economy  in  intelligence  classification,"  Educa- 
tional Administrtion  and  Supervision,  6:309-12,  September, 
1920. 

A  theoretical  discussion  of  the  grouping  of  pupils,  maximum  and  minimum 
curricula,  etc.  Also  an  account  of  the  testing  and  grouping  of  1500  illiterate  soldiers 
into  four  groups  in  each  grade. 

108.  Myers,  G.  C.  "Intelligence  classification  and  mental  hygiene," 
Pedagogical  Seminary,  28:156-60,  June,  1921. 

An  argument  for  complete  mental  surveys  of  school  systems. 

109.  Nichols,  M.  L.  "The  teaching  of  science  to  classes  divided  ac- 
cording to  ability."  Ninth  Annual  Schoolmen's  Week  Proceed- 
ings, University  of  Pennsylvania,  Vol.  23,  No.  1,  p.  324-26. 

In  the  South  Philadelphia  High  School  for  Girls  science  classes  were  divided 
according  to  results  of  intelligence  tests.  Different  methods  of  teaching  were  used 
in  the  different  sections. 

110.  Omans,  A.  C.  "Provision  for  ability  grouping  in  junior  and  sen- 
ior high  school,"  American  School  Board  Journal,  65:55-58,  138, 
October,  1922. 

Gives  questionnaire  replies  from  fifty  schools  in  all  parts  of  the  country.  Shows 
that  in  general  grouping  on  an  ability  basis  is  favored  over  individual  promotions. 
Slightly  over  one-half  classified  on  intelligence  tests  and  teachers'  estimates,  about 
two-fifths  on  intelligence  tests  and  school  marks  and  a  few  on  school  marks  alone. 
This  is  a  good  discussion  and  summary  of  practises. 

[20] 


111.  Patterson,  D.  G.  "A  mental  survey  of  the  school  population  of 

a  Kansas  town,"  School  and  Society,  7:84-89,  January  19,  1918. 

This  is  well  described  by  the  title.  A  comparison  is  also  made  with  Pintner's 
results  in  Ohio. 

112.  Pintner,  R.  "A  mental  survey  of  the  school  population  of  a  vill- 
age," School  and  Society,  5:597-600,  May  19,  1917. 

An  account  of  the  survey  of  an  Ohio  village  with  a  group  of  tests. 

113.  Pintner,  R.  The  Mental  Survey.  New  York:   D.  Appleton  and 

Company,  1918,  116  p. 

This  contains  an  account  of  using  a  number  of  intelligence  and  achievement 
tests,  the  results  obtained  from  surveying  school  systems  and  the  relation  between 
educational  accomplishments  and  mental  ability,  etc. 

114.  Pintner,  R.  and  Cunningham,  Bess  V.  "The  problem  of  group 
intelligence  tests  for  very  young  children,"  Journal  of  Education- 
al Psychology,  13:465-72,  November,  1922. 

A  brief  account  of  the  organization  of  three  sections  in  grade  I  of  a  school 
at  Toledo,  Ohio.   The  Pintner-Cunningham  Primary  Tests  were  used. 

115.  Pintner,  R.  and  Marshall,  Helen.  "A  combined  mental-edu- 
cational survey,"  Journal  of  Educational  Psychology,  12:32-43, 
January,  1921. 

A  discussion  of  the  necessity  of  combining  the  results  of  mental  and  educa- 
tional tests.   Also  states  that  the  schools  have  been  best  adapted  to  dull  pupils. 

116.  Pintner,  R.  and  Marshall,  Helen.  "Results  of  the  combined 
mental-educational  survey  tests,"  Journal  of  Educational  Psy- 
chology, 12:82-91,  February,  1921. 

A  comparison  of  school  work  with  capacity  by  means  of  mental  and  educa- 
tional indices. 

117.  Pintner,  R.  and  Noble,  H.  "The  classification  of  school  children 
according  to  mental  age,"  Journal  of  Educational  Research, 
2:713-28,  November,  1920. 

About  5000  pupils  in  a  Columbus,  Ohio,  school  were  tested  with  the  Stanford 
Revision.  Fifteen  percent  were  either  given  extra  promotion  or  demoted.  Special 
classes  and  an  ungraded  class  were  formed,  acceleration  and  retardation  were  both 
reduced,  discipline,  work  and  interest  were  bettered. 

T18.Pressey,  L.  C.  "The  relation  of  intelligence  to  achievement  in 
the  second  grade,"  Seventh  Conference  on  Educational  Meas- 
urements, Bulletin  of  the  Extension  Division,  Vol.  6,  No.  1. 
Bloomington:    Indiana  University,  1920,  p.  68-77. 

Describe  the  use  of  the  Indiana  Primer  Scale  and  Scale  of  Attainment  No. 
I.  in  an  Indiana  city.  It  was  found  that  no  inferior  pupils  were  high  in  achieve- 
ment but  that  many  superior  pupils  were  low. 

[21] 


119.  Pressey,  S.  L.  "A  systematic  plan  for  selecting  sub-normal  and 
super-normal  children  in  the  public  schools,"  Fifth  Conference 
on  Educational  Measurements,  Bulletin  of  the  Extension  Divis- 
ion, Vol.  4,  No.  4.  Bloomington:  Indiana  University,  1918,  p. 
92-99. 

Recommends  that  a  group  test  be  used  first  and  then  the  Stanford  Revision. 

120.  Pressey,  S.  L.  "The  'efficiency'  of  a  group  scale  of  intelligence  in 
prognosticating  success  and  failure  in  the  junior  high  school," 
Journal  of  Applied  Psychology,  3:381-85,  December,  1919. 

Discusses  the  use  of  the  Indiana  Group  Point  Scale  in  Bloomington.  States 
that  results  are  rather  highly  correlated  with  failure  and  success  in  school  work. 

121.  Pressey,  S.  L.  "School  surveys  by  means  of  group  tests  of  in- 
telligence," Sixth  Conference  on  Educational  Measurements, 
Bulletin  of  the  Extension  Division,  Vol.  5,  No.  1.  Bloomington: 
Indiana  University,  1919,  p.  46-53. 

Discussion  of  the  use  of  the  Indiana  Cross-Out  Scale  which  is  useful  for  gen- 
eral survey  purposes. 

122.  Pressey,  S.  L.  "Suggestions  with  regard  to  the  use  of  mental 
tests  and  in  particular  with  regard  to  their  use  in  combination 
with  tests  of  achievement,"  Seventh  Conference  on  Educational 
Measurements,  Bulletin  of  the  Extension  Division,  Vol.  6,  No.  1. 
Bloomington:    Indiana  University,  1920,  p.  78-80. 

A  discussion  of  general  mental  surveys,  the  use  of  achievement  tests,  their 
prognostic  value,  etc. 

123.  Pressey,  S.  L.  "An  attempt  to  measure  the  comparative  im- 
portance of  general  intelligence  and  certain  character  traits  in 
contributing  to  success  in  school,"  Elementary  School  Journal, 
21:220-29,  November,  1920. 

A  study  of  junior  high-school  pupils.  The  correlation  of  health,  attitude, 
preparation  and  ability  with  school  marks  and  with  age  was  studied.  Ability  and 
attitude  were  found  to  be  the  most  important. 

124.  Pressey,  S.  L.  and  L.  W.  "Measuring  the  'usefulness'  of  tests  in 
solving  school  problems,"  School  and  Society,  12:531-34,  No- 
vember 27,  1920. 

The  Indiana  Cross-Out  Scale  was  given  to  pupils  in  the  upper  grades  and 
fast  and  slow  sections  arranged  according  to  its  results.  Likewise  the  Primer 
Scale  was  given  in  the  first  grade.  A  better  agreement  was  found  between  place- 
ment by  test  results  and  semester  marks  than  between  placement  by  teachers' 
judgments  and  semester  marks. 

[22] 


125.  Price,  E.  D.  "The  Enid  plan  of  classification  of  pupils  accord- 
ing to  mental  ability."  Enid,  Oklahoma:  Board  of  Education, 
1921.   12  p. 

Elementary  pupils  were  grouped  into  three  groups  according  to  teachers' 
opinions.  The  superior  and  inferior  groups  were  also  tested  by  the  Terman  Test, 
the  results  of  which  usually  verified  the  teachers'  judgment. 

126.  Proctor,  W.  M.  "The  use  of  intelligence  tests  in  the  educational 
guidance  of  high-school  pupils,"  School  and  Society,  8:473-78, 
502-09,  October  19,  26,  1918. 

In  Palo  Alto  High  School  it  was  found  that  the  Stanford  Revision  apparently 
affords  as  good  a  measure  of  success  in  school  as  do  teachers'  estimates  or  previous 
school  marks.  Pupils  with  I.  Q.'s  of  95  or  below  are  not  likely  to  be  successful  in 
high-school  work. 

127.  Proctor,  W.  M.  "Psychological  tests  and  the  probable  school 
success  of  high-school  pupils,"  Journal  of  Educational  Research, 
1:258-70,  April,  1920. 

A  discussion  of  the  use  of  the  Stanford  Revision  and  the  Army  Alpha  Tests  in 
high  school  and  the  connection  between  intelligence  and  high-school  marks,  elimina- 
tion, retardation,  etc.  Army  Alpha  yields  a  rather  low  correlation  with  school  marks. 

128.  Proctor,  W.  M.  "The  use  of  psychological  tests  in  the  educa- 
tional guidance  of  high-school  pupils,"  Journal  of  Educational 
Research,  1:369-81,  May,  1920. 

Shows  that  pupils  guided  in  the  choice  of  subjects  according  to  Stanford  Re- 
vision results  show  less  elimination  and  failure  than  do  those  who  are  not  so  guided. 

129.  Proctor,  W.  M.  "The  use  of  psychological  tests  in  the  vocational 
guidance  of  high-school  pupils,"  Journal  of  Educational  Re- 
search, 2:533-46,  September,  1920. 

A  discussion  of  the  occupational  levels  of  intelligence  as  found  by  testing  in 
the  army,  the  vocational  choices  of  high-school  pupils  and  the  connection  between 
the  two.  States  that  pupils  should  be  guided  out  of  vocations  that  require  a  great- 
er degree  of  intelligence  than  they  possess. 

130.  Proctor,  W.  M.  and  Ward,  Helen.  "Relation  of  general  intel- 
ligence to  the  persistence  of  educational  and  vocational  plans  of 
high-school  pupils,"  Journal  of  Educational  Research,  7:277-88, 
April,  1923. 

Shows  that  there  is  a  definite  relation  between  results  of  intelligence  tests 
and  vocational  plans  and  persistence  and  a  still  higher  relation  between  the  former 
and  educational  plans  and  persistence.  Implies  that  groups  of  pupils  formed  accord- 
ing to  intelligence  test  results  should  receive  different  treatment  in  our  schools. 

131.  Race,  Henrietta  V.  "A  study  of  a  class  of  children  of  superior 
intelligence,"  Journal  of  Educational  Psychology,  9:91-98,  Feb- 
ruary, 1918. 

In  a  Louisville  school,  pupils  with  I.  Q.'s  above  120  were  selected.  They  did 
one  year's  work  in  one-half  year  without  over  twenty  minutes  of  home  study  daily. 
The  pupils  appeared  to  be  greatly  benefited  by  this  work. 

[23] 


132.  Rapp,  Anna  A.  "Grouping  of  children  by  abilities  and  conse- 
quent changes  in  school  procedure.  2.  Procedure  in  Reading." 
Ninth  Annual  Schoolmen's  Week  Proceedings,  University  of 
Pennsylvania  Bulletin,  Vol.  23,  No.  1,  p.  263-67. 

The  Terman  and  Illinois  Tests  were  used  in  the  seventh  and  eighth  grades  and 
pupils  classified  according  to  scores. 

133.  Reeve,  W.  D.  "Homogeneous  grouping  of  high-school  students 
by  means  of  psychological  tests,"  Fourth  Yearbook  of  the 
National  Association  of  Secondary  School  Principals.  Menasha, 
Wisconsin:    George  Banta  Publishing  Company,  1921,  p.  81-94. 

States  that  it  is  a  waste  of  time  to  attempt  to  teach  the  best  and  worst  10 
percent  along  with  average  pupils.  Discusses  the  correlation  of  tests  and  school 
marks  and  says  that  classification  by  test  results  makes  it  easier  to  provide  suitable 
instruction,  reduces  failures,  gives  the  brighter  pupils  better  training  and  in  general 
conserves  human  resources. 

134.  Robbtns,  Chester.  "The  initial  grouping  of  pupils."  Ninth 
Annual  Schoolmen's  Week  Proceedings,  University  of  Pennsyl- 
vania Bulletin,  Vol.  23,  No.  1,  p.  244-48. 

A  discussion  of  various  articles  in  books  dealing  with  this  subject. 

135.  Rogers,  Agnes  L.  "Mental  tests  as  a  means  of  selecting  and 
classifying  college  students,"  Journal  of  Educational  Psychology, 
11:181-92,  April,  1920. 

Discusses  results  of  testing  about  300  Goucher  college  students  with  the 
Thorndike  and  Rogers  Tests.  Correlations  with  school  marks  were  low  for  the  single 
tests  but  high  when  the  test  results  were  combined.  Shows  that  a  division  of  stu- 
dents into  three  groups  by  test  results  would  misplace  about  one-half,  whereas  by  a 
chance  placement  two-thirds  would  be  misplaced. 

136.  Rowland,  S.  V.  "Individual  difference  among  elementary  grade 
pupils  as  evidenced  by  group  intelligence  tests."  Eighth  Annual 
Schoolmen's  Week  Proceedings,  University  of  Pennsylvania 
Bulletin,  Vol.  21,  No.  37,  Philadelphia,  June  18,  1921,  p. 
101-04. 

An  account  of  classification  based  on  results  of  the  Stanford  Revision  and  the 
Dearborn  Tests.  Special  classes  for  inferior  children  were  formed,  also  two  or  three 
groups  of  those  remaining,  and  some  individual  instruction  given. 

137.  Ruch,  G.  M.  "An  experiment  with  forced  promotion,"  Educa- 
tional Administration  and  Supervision,  6:71-73,  February,  1920. 

On  the  basis  of  several  achievement  tests  a  few  pupils  in  the  University  of 
Oregon  High  School  were  skipped  ahead  a  semester.   Most  of  them  made  good. 

[24] 


138.  Ruch,  G.  M.  "Study  of  the  mental,  pedagogical  and  physical 
development  of  the  junior  division  of  the  University  High 
School,  Eugene,  Oregon."  University  of  Oregon  Publication, 
Vol.  1,  No.  7,  1920. 

A  rather  good  discussion  along  the  lines  indicated. 

139.  Ruml,  Beardsley.  "Reliability  of  mental  tests  in  the  division  of 

an  academic  group,"  Psychological  Monographs,  Vol.  24,  No.  4, 

October,  1917. 

A  rather  lengthy  criticism  of  the  use  of  marks  as  measures  of  ability  and  of 
the  value  of  a  number  of  tests  for  dividing  pupils  into  instructional  groups. 

140.  Saam,  Theodore.  "Intelligence  testing  as  an  aid  to  supervision," 
Elementary  School  Journal,  20:26-32,  September,  1919.  Ad- 
dresses and  Proceedings  of  the  National  Education  Association, 
57:625-29,  1919. 

Twenty-three  hundred  and  sixty  lower-grade  pupils  at  Council  Bluffs,  Iowa, 
were  tested  with  the  Stanford  Revision.  Kindergarten  pupils  were  promoted  to  first 
grade  on  the  basis  of  results.  This  procedure  was  satisfactory  as  a  high  correlation 
was  found  between  I.Q.'s  and  school  marks. 

141.  Schutte,  T.  H.  "A  mental  survey  in  the  training  department  of 
the  Moorehead  State  Teachers  College,  Moorehead,  Minnesota," 
American  School  Board  Journal,  65:45-47,  53-54,  42-43;  Oc- 
tober, November,  December,  1922. 

The  Otis,  Chicago  and  Army  Alpha  Tests  were  given  to  elementary-  pupils  and 
rapid  progress  groups  formed  in  each  grade.  Most  of  the  pupils  in  these  groups 
gained  one  semester  in  the  year. 

142.  Seashore,  C.  E.  "Sectioning  classes  on  the  basis  of  ability," 

School  and  Society,  15:353-58,  April  1,  1922. 

Presents  the  following  plan  which  was  found  successful  in  college.  Two  or 
three  competitive  exercises  are  set  up  at  the  first  of  the  year  and  the  marks  thereon 
supplemented  by  mental  tests  and  high-school  marks  as  a  basis  of  sectioning. 
Discusses  advantages  and  objections. 

143.  Seashore,  C.  E.  et  al.  "Mentality  tests;  a  symposium,"  Journal 
of  Applied  Psychology,  7:229-40,  278-86,  348-60;  April,  May, 
June,  1916. 

A  general  theoretical  discussion  of  mental  tests,  their  significance  and  use. 

144.  Shideler,  J.  W.  "A  correlation  of  teachers'  grades  and  the  scores 
of  intelligence  tests,"  School  Review,  29:733-34,  December, 
1921. 

An  account  of  giving  the  Terman  Group  Test  to  170  high-school  pupils  at 
Fort  Scott,  Kansas.  Discusses  its  correlation  with  marks  in  the  various  subjects 
and  finally  concludes  that  intelligence  test  results  should  be  used  to  supplement  the 
teacher's  judgment. 

[25] 


145.  Spain,  C.  L.  "Grouping  of  children  by  abilities  and  consequent 
changes  in  school  procedure.  1.  Procedure  in  Detroit."  Ninth 
Annual  Schoolmen's  Week  Proceedings,  Vol.  23,  No.  1,  p.  257-63. 
An  account  of  the  Detroit  plan. 

146.  Specht,  Louise  F.  "A  Terman  class  in  Public  School  No.  64, 

Manhattan,"  School  and  Society,  9:393-98,  March  29,  1919. 

Pupils  in  grades  IVB  to  VIB  were  selected  on  the  basis  of  low  chronological 
age.  high  school  marks,  I.Q.'s  of  120  or  better,  etc.,  and  allowed  to  take  an  enriched 
curriculum  and  make  individual  progress.  From  one  to  four  grades  were  covered  in 
six  months. 

147.  Stebbins,  R.  and  Pechstein,  L.  A.  "Quotients,  I,  E  and  A," 
Journal  of  Educational  Psychology,  13:385-98,  October,  1922. 

A   discussion   of   how  to  use  test   results   and  what   should   be   the   basis   of 

classifying  pupils. 

148.  Stetson,  P.  C.  "Homogeneous  grouping  in  the  first  year  of  a 

five-year  high  school,"  School  Review,  29:351-65,  May,  1921. 

In  the  Muskegon,  Michigan  High  School  the  Chicago  Test  was  found  unsatis- 
factory as  a  basis  of  classifying  pupils  but  when  supplemented  by  teachers'  opin- 
ions gave  better  results.  Both  teachers  and  pupils  favored  having  three  groups 
on  the  basis  of  ability. 

149.  Taylor,  J.  S.  "Grading  and  promotion,"  School  and  Society, 
17:405-09,  April  14,  1923. 

Tells  of  classification  in  one  New  York  City  district  which  was  based  upon 
I.Q.'s,  A.Q.'s,  teachers'  estimates,  etc. 

150.  Terman,  L.  M.  "Intelligence  tests  as  a  basis  for  grading."  The 
Measurement  of  Intelligence.  Boston:  Houghton  Mifflin  Com- 
pany, 1916,  p.  16-17. 

A  brief  statement  that  promotions  should  be  made  chiefly  on  the  basis  of 
intellectual  ability. 

151.  Terman,  L.  M.  "The  use  of  intelligence  tests  in  the  army," 
Psychological  Bulletin,  No.  15,  p.  177-87,  June,  1918. 

A  good  general  account  of  the  army  work. 

152.  Terman,  L.  M.    The  Intelligence  of  School  Children.    Boston: 

Houghton  Mifflin  Company,  1919,  317  p. 

A  discussion  of  many  phases  of  intelligence  testing  including  general  principles, 
the  amount  of  individual  differences  found,  capacity  according  to  mental  age,  pre- 
diction according  to  the  I.Q.,  etc. 

153.  Terman,  L.  M.  "The  use  of  intelligence  tests  in  the  grading  of 
school  children,"  Journal  of  Educational  Research,  1:20-32,  Jan- 
uary, 1920. 

Mostly  a  theoretical  discussion  of  individual  differences,  how  many  pupils 
should  be  accelerated  and  how  many  retarded,  etc.  Summarizes  what  has  been 
found  as  to  difference  of  test  results  and  teachers'  opinions  as  showing  that  tests 
are  usually  more  nearly  right. 

[26] 


154.  Terman,  L.  M.  "The  psychological  determlnist;  or  democracy 
and  the  I.Q.,"  Journal  of  Educational  Research,  6:57-62,  June 
1922. 

An  answer  to  Bagley's  speech  against  the  use  of  the  I.Q.  for  classifying  pupils. 

155.  Terman,  L.  M.  et  al.  Intelligence  Tests  and  School  Reorganiza- 
tion. Yonkers,  New  York:  World  Book  Company,  1922,  111  p. 

A  theoretical  discussion  of  the  problems  accompanied  by  statements  of  what 
is  being  done  in  Oakland,  Los  Angeles  and  Miami,  Arizona. 

156.  Thorndike,  E.  L.  et  al.  "Intelligence  and  its  measurement:  A 
symposium,"  Journal  of  Educational  Psychology,  12:123-47, 
195-216,  271-75;  March,  April,  May,  1921. 

A  rather  theoretical  discussion  of  the  nature  and  measurement  of  intelligence 
and  the  next  steps  in  research  dealing  with  it. 

157.  Tildsev,  J.  L.  "Some  possibilities  arising  from  the  use  of  in- 
telligence tests,"  Bulletin  of  High  Points  in  the  Work  of  the 
High  Schools  of  New  York  City,  3:4-10,  June,  1921. 

Tells  of  various  uses  of  intelligence  tests  in  New  York. 

158.  Trabue,  M.  R.  "Some  pitfalls  in  the  administrative  use  of  in- 
telligence tests,"  Journal  of  Educational  Research,  6:1-11,  June, 
1922. 

A  critical  discussion  pointing  out  certain  dangers  to  be  avoided. 

159.  Trabue,  M.  R.  and  Stockbridge,  F.  P.  "Psychological  tests  in 
education,"  Chapter  VII,  Measure  Your  Mind.  New  York: 
Doubleday  Page  and  Company,  1920,  p.  63-75. 

Among  other  things  contains  a  brief  account  of  an  experiment  in  Public 
School  No.  64,  New  York  City,  wherein  mental  tests  were  one  of  the  bases  used  to 
select  pupils  for  rapid  advancement.  Also  discusses  the  predictive  value  of  mental 
tests  in  regard  to  college  marks  and  shows  that  it  is  rather  high. 

160.  Tupper,  C.  R.  "The  grading  of  pupils  in  Miami,  Arizona,"  Edu- 
cational Research  Bulletin,  2:163-65,  May  30,  1923. 

A  description  of  the  plan  in  use  in  Miami  in  which  class  groupings  are  made 
more  or  less  on  the  basis  of  mental  age.  The  teachers  appear  to  favor  the  plan.  It 
has  reduced  failure  by  more  than  two-thirds  and  increased  acceleration  considerably. 

161.Wallin,  J.  E.  W.  "A  comparison  of  three  methods  for  making 
the  initial  selection  of  presumptive  mental  defectives,"  School 
and  Society,  13:31-45,  January,  1921. 

States  that  the  Pressey  Primer  Scale  is  inferior  to  the  judgment  of  trained 
individuals  in  selecting  defective  individuals. 

[27] 


162.  Washburne,  C.  W.  "The  individual  system  in  Winnetka,"  Ele- 
mentary School  Journal,  21:52-68,  September,  1920. 

Describes  the  system  in  Winnetka  in  which  progress  and  promotion  are  en- 
tirely individual  in  which  most  of  the  work  is  done  by  using  practise  material  and 
then  taking  complete  diagnostic  tests.  States  that  every  teacher  favors  the  plan, 
that  at  least  five  percent  were  saved  from  repeating  and  $5000  saved  in  one  year. 

163.  Washburne,  C.  W.  "Educational  measurements  as  a  key  to  in- 
dividual instruction  and  promotions,"  Journal  of  Educational 
Research,  5: 195-206,  March,  1922. 

An  account  of  the  individual  system  used  in  Winnetka. 

164.  Whipple,  G.  M.  "The  problem  of  selecting  and  training  gifted 
children  in  the  public  schools,"  Fifth  Conference  on  Educa- 
tional Measurements,  Bulletin  of  the  Extension  Division,  Vol.  4, 
No.  4.   Bloomington:  Indiana  University,  1918,  p.  6-25. 

An  argument  for  the  selection  of  gifted  children  by  mental  tests  and  the  pro- 
viding of  special  opportunities  for  them.  States  that  the  10  percent  with  I.Q.'s 
above  115  can  probably  do  two  years'  work  in  one.  Also  discusses  the  Urbana  and 
other  experiments. 

165.  Whipple,  G.  M.  "Educational  determinism;  a  discussion  of 
Professor  Bagley's  address  at  Chicago,"  School  and  Society, 
15:599-602,  June  3,  1922. 

A  strong  reply  to  Bagley's  address  in  which  the  validity  and  use  of  intelligence 
tests  are  strongly  advocated. 

166.  Whitcomb,  M.  Edith.  "Intelligence  tests  in  the  primary 
grades,"  Journal  of  Educational  Research,  5:58-61,  January, 
1922. 

An  account  of  the  work  done  with  the  Stanford  Revision  in  Council  Bluffs, 
Iowa.  Gives  various  data  and  shows  that  the  plan  of  placing  pupils  by  test  scores 
works  well. 

167.  Whitmire,  Ethel  D.  "Intelligence  tests  vs.  teacher's  estimates," 

Psychological  Clinic,  13:197-98,  May  15,  1920. 

Discusses  a  couple  of  cases  in  which  teachers  rated  pupils  by  their  personality 
and  attitude. 

168.  Whitney,  F.  P.  "Provision  for  accelerant  and  retarded  children 

in  junior  high  school,"  School  Review,  27:695-705,  December, 

1919. 

In  the  Collinswood  Junior  High  School  of  Cleveland  pupils  were  placed  by 
school  marks  and  test  results. 

169.  Willett,  G.  W.  "A  suggestion  for  meeting  individual  differ- 
ences," School  Review,  28:576-84,  October,  1920. 

States  that  cumulative  records  are  better  than  either  teachers'  judgments  or 
intelligence  test  results,  but  that  a  combination  of  all  three  is  best. 

[28] 


170.  Williams,  A.  J.  "Age-grade  distributions  and  intelligence  quo- 
tients," Journal  of  Educational  Psychology,  11:39-44,  January, 
1920. 

An  account  of  the  Otis  Test  in  Brewster  and  a  discussion  of  its  results  as 
compared  with  the  age-grade  location  of  the  pupils. 

171.  Willis,  C.  B.  "The  grading  and  promotion  of  pupils,"  Journal 
of  Educational  Method,  1:90-95,  November,  1921. 

An  argument  for  the  classification  of  pupils  according  to  their  ability. 

172.  Winter,  O.    "Chicago  intelligence  test  in  Harrison  Technical 

High  School,"  School  Review,  28:772-75,  December,  1920. 

It  was  found  that  the  correlation  between  intelligence  test  scores  and  certain 
achievement  tests  and  also  school  marks  was  rather  low. 

173.  Woody,  Clifford.   "Tests  and  measures  in  the  schoolroom  and 

their  value  to  the  teachers,"  School  and  Society,  6:61-66,  July 

21,  1917. 

Mentions  others  but  especially  tells  of  an  experiment  in  Chatham,  New  Jer- 
sey. On  the  basis  of  scores  on  five  achievement  tests  the  best  pupils  were  given 
extra  promotion.   All  made  good  and  led  in  the  classes  in  which  they  were  placed. 

174.  Woody,  Clifford.  "Measurement  of  the  effectiveness  of  differ- 
entiation of  high-school  pupils  on  the  basis  of  the  Army  intelli- 
gence tests,"  Journal  of  Educational  Research,  7:397-409,  May, 
1923. 

A  study  of  the  freshman  class  in  a  small  Michigan  high  school.  Shows  that  if 
the  class  had  been  divided  into  three  groups  according  to  scores  upon  Army  Alpha 
the  division  would  have  agreed  fairly  well  with  achievement  as  measured  by  tests 
in  English,  Algebra  and  Latin. 

175.Wurth,  Carl.  "Intelligence  tests  and  promotions,"  American 
School  Board  Journal,  65:50-51,  December,  1922. 

An  argument  against  segregating  bright  pupils  for  three  reasons.  They  should 
spend  their  time  getting  work  better  rather  than  going  more  rapidly,  their  absence 
reduces  the  enthusiasm  of  the  class  and  they  acquire  vanity  and  false  pride  from 
being  classified  as  superior. 

176.  Yates,  Dorothy  H.  "Impressions  from  two  years  spent  in  test- 
ing gifted  children."  Proceedings  of  the  First  Annual  Confer- 
ence on  Educational  Research  and  Guidance,  San  Jose  State 
Teachers'  College.  Sacramento,  California:  State  Printing  Office, 
1923,  p.  29-33. 

A  discussion  of  gifted  children  with  some  argument  to  the  point  that  training 
for  leadership  does  not  need  to  be  begun  early  and  that  bright  pupils  should  not 
be  forced  too  much. 

[29] 


177.  Yoakum,  C.  S.  and  Yerkes,  R.  M.  Army  Mental  Tests.  New 
York:  Henry  Holt  and  Company,  1920,  303  p. 

A  general  account  of  how  the  Army  Tests  were  made  and  used  with  a  discus- 
sion of  results  and  applications. 

178.  Zirkle,  H.  W.  "Character  and  results  of  special  rooms  as  con- 
ducted in  the  Whittier  School  of  Denver,"  Elementary  School 
Journal,  21:189-97,  November,  1920. 

Pupils  are  placed  in  regular,  accelerated  and  retarded  rooms  according  to  test 
results,  age,  school  marks,  health,  etc. 

179.  Zirkle,  H.  W.  "Taking  care  of  the  gifted  child,"  The  Technique 
of  Supervision  by  the  Elementary  School  Principal.  The  First 
Yearbook  of  the  Department  of  Elementary  School  Principals. 
Washington:  National  Education  Association,  May,  1922,  p. 
81-86. 

In  a  Denver  school,  superior  pupils  are  selected  by  individual  and  group  tests, 
school  marks,  effort  and  physical  condition  and  are  given  the  opportunity  to  gain 
time.  Practically  all  of  the  pupils  selected  are  able  to  gain  time  and  still  continue 
to  make  high  school  marks. 

180.  Zornow,  T.  A.  and  Peckstein,  L.  A.  "An  experiment  in  the 
classification  of  first-grade  children  through  the  use  of  mental 
tests,"  Elementary  School  Journal,  23:  136-46,  October,  1922. 

In  Rochester,  New  York,  over  400  entering  pupils  were  tested  with  the  Stan- 
ford Revision  and  classified  according  to  the  test  results.  Later  the  Detroit  First- 
Grade  Group  Test  was  used.  It  was  found  that  but  few  pupils  had  to  be  shifted 
after  being  thus  placed. 

181.  "Classification  of  pupils  according  to  mentality,"  The  School 
Magazine,  3:196-97,  April,  1921. 

In  a  Buffalo  school  A,  B  and  C  groups  were  formed  in  grades  VI -VII I  accord- 
ing to  the  average  of  Otis  scores,  teachers'  marks  and  an  average  mark.  The  plan 
appears  to  have  been  successful. 

182.  "Classification  of  pupils  in  Miami,  Arizona,"  Elementary  School 
Journal,  22:727-29,  June,  1922. 

When  pupils  were  classified  on  the  basis  of  mental  tests,  the  number  of  fail- 
ures was  reduced  and  much  money  saved. 

183.  "Double   promotion,"   Elementary   School   Journal,   23:324-25, 

January,  1923.    An  editorial. 

In  Macomb,  Mississippi,  all  pupils  who  are  recommended  by  the  teacher  and 
have  a  doctor's  certificate  of  good  health,  who  are  not  below  a  certain  age,  whose 
previous  record  in  school  work  and  attendance  is  satisfactory  and  who  make  certain 
scores  upon  achievement  tests  are  given  double  promotion  if  it  does  not  involve 
skipping  certain  subjects. 

[30] 


184.  Educational  Research  Bulletin,  Ohio  State  University,  Vol.  2, 
No.  8,  p.  123-24,  April  18,  1923. 

An  account  of  procedure  in  Painesville,  Ohio.  In  grades  VIIB  to  VIIIA 
pupils  are  grouped  according  to  the  amount  of  work  they  are  capable  of  doing  but 
in  the  lower  grades  they  are  grouped  according  to  ability  as  shown  by  the  Illinois 
Examination  and  school  work.  Also  there  is  a  special  room  with  individual  progress 
and  promotion  upon  effort  for  upper-grade  pupils  whose  school  work  is  unsatisfactory 
and  whose  ability  appears  to  be  low. 

185.  "Grouping  pupils  on  the  basis  of  ability."  The  First  of  a  Series 
of  Surveys  of  the  Dept.  of  Instruction,  Cleveland  Public  Schools, 
Board  of  Education,  Cleveland,  Ohio.   p.  18-21. 

In  the  first  and  seventh  grades  pupils  were  classified  chiefly  according  to  re- 
sults from  the  Pressey  Primer  and  Illinois  Scales,  respectively. 

186.  "Intelligence  tests  as  a  basis  for  homogeneous  grouping  at  Xenia, 
Ohio,"  American  School  Board  Journal,  64:75-76,  March,  1922. 

Three  groups  were  made  up  of  seventh  and  eighth  grade  pupils  on  the  basis  of 
the  Haggerty  and  Terman  Tests.  They  were  regrouped  later  as  was  necessary  but 
in  most  cases  stayed  in  the  same  group. 

187.  Journal  of  Educational  Research,  7:265,  March,  1923. 

In  Painesville,  Ohio,  seventh  and  eighth  grade  pupils  are  grouped  according  to 
the  Illinois  Examination  results.  The  sub-normal  of  these  grades  are  promoted  on 
the  basis  of  their  effort. 

188.  Journal  of  Educational  Research,  7:454,  May,  1923. 

A  brief  account  of  the  reclassification  of  pupils  in  grades  V  -  VIII  on  the  basis 
of  scores  upon  the  National  Group  Intelligence  Test,  teachers'  marks  and  the  time 
devoted  to  home  work.  Such  changes  in  the  original  classification  as  seemed  neces- 
sary were  made.    The  plan  seems  to  have  been  successful. 

189.  Journal  of  Educational  Research,  7:456-57,  May,  1923. 

In  Miami,  Arizona,  results  from  the  Otis  and  National  Group  Intelligence 
Tests  are  used  to  determine  the  I.Q.'s  of  the  pupils  for  the  purpose  of  grouping. 
Each  teacher  handles  two  sections  of  different  ability,  the  average  and  the  dull. 
Extra  promotions  are  given  to  take  care  of  the  brighter  pupils.  The  failure  rate 
has  been  decreased  very  markedly  while  results  of  standardized  tests  show  that 
achievement  has  not  been  lowered. 

190.  "Provision  for  exceptional  pupils  in  Oakland,"  School  and  Soci- 
ety, 14:30-31,  July  16,  1921. 

Gives  data  as  to  the  number  of  special  classes  and  special  promotions  for  ex- 
ceptional pupils. 

191.  "Pupils  classified  by  mental  tests,"  School  Life,  12:13,  February 
1,  1921. 

An  account  of  reclassification  of  pupils  in  the  W.  T.  Harris  school  of  New 
York  City  by  group  tests. 

[31] 


192.  "Reclassified  school  making  good  progress,"  School  Life,  May  1, 
1921.  p.  12. 

A  brief  account  of  the  working  of  the  plan  in  the  W.  T.  Harris  school  of  New 
York  City  in  which  pupils  were  grouped  in  sections  by  group  test  results.  The 
plan  appears  to  be  working  satisfactorily. 

193.  "Report  of  the  school  committee  for  the  year  1917-1918."  Provi- 
dence, Rhode  Island:    School  Committee,  p.  49-70. 

Discusses  many  points  in  connection  with  the  use  of  intelligence  tests,  espec- 
ially their  high  correlation  with  quality  of  school  work  and  their  reliability  for 
classifying  pupils. 

194.  "Uniform  classification  by  mental  age,"  School  Life,  8:88,  De- 
cember, 1921. 

A  statement  that  in  Denver  it  is  planned  to  reclassify  all  pupils  into  homogen- 
eous groups  according  to  their  mental  ages. 

PART  II. 

195.  Alderman,  L.  R.  "An  effort  to  make  the  school  fit  the  needs  of 
the  exceptional  child,"  Addresses  and  Proceedings  of  the  Na- 
tional Education  Association,  52:830-35,  1914. 

An  account  of  provisions  for  exceptional  children  in  Portland,  Oregon,  followed 
by  general  discussion.  Provisions  include  a  special  school  for  defectives  and  special 
rooms  for  other  exceptional  children. 

196.  Aley,  R.  J.  "Care  of  exceptional  children  in  the  grades,"  Ad- 
dresses and  Proceedings  of  the  National  Education  Association, 
48:881-86,  1910. 

A  general  discussion,  its  chief  point  being  that  superior  pupils  have  been  com- 
paratively neglected. 

197.  Appell,  I.  and  Wolfson,  A.  N.  "Plan  for  organizing  the  en- 
trants into  the  high  school  of  commerce  according  to  their  attain- 
ments in  scholarship,  their  capacities  and  their  aims,"  School 
Review,  27:256-61,  April,  1919. 

In  the  New  York  High  School  of  Commerce  pupils  were  formerly  grouped  ac- 
cording to  the  foreign  language  they  had  studied  but  the  result  was  not  satisfactory. 
Later  they  were  divided  for  English  work  according  to  their  marks  in  English  dur- 
ing the  first  three  weeks,  similarly  for  mathematics.   Results  were  fairly  satisfactory. 

198.  Bagley,  W.  C.  "The  'Batavia  system'  of  class-individual  in- 
struction," Classroom  Management.  New  York:  Macmillan 
Company,  1916,  p.  214-24. 

A  description  of  the  "Batavia  system." 


[32] 


199.  Barnard,  F.  J.  "Classification  and  promotion  of  pupils."  Report 
of  United  States  Commissioner  of  Education,  Vol.  1,  p.  303-56, 
1898-99. 

An  account  of  a  number  of  flexible  plans  of  promotion  including  those  in 
operation  in  St.  Louis,  Elizabeth,  Seattle,  Denver,  and  Cambridge. 

200.  Barnard,  F.  J.  "Let  pupils  be  so  classified  as  to  allow  unre- 
stricted progress  or  unlimited  time,  according  to  ability,"  Ad- 
dresses and  Proceedings  of  the  National  Education  Association, 
38:163-70,  1899. 

An  account  of  the  Seattle  plan  after  it  had  been  in  operation  eight  years.  Data 
are  given  for  over  7000  pupils  enrolled  in  four  parallel  tracks.  The  plan  appears  to 
have  been  successful. 

201.  Bates,  W.  C.  "Annual  Report  of  the  School  Committee  and  the 
Superintendent  of  Schools."  Cambridge,  Massachusetts,  1908, 
p.  45-51. 

A  description  of  the  Cambridge  double-track  plan.  Data  are  given  for  seven- 
teen years'  operation  showing  that  on  the  whole  the  more  rapidly  pupils  progressed 
through  the  grades  the  better  marks  they  made  in  high  school. 

202.  Becht,  J.  G.  "Bright  pupils  and  dull  pupils,"  Journal  of  Educa- 
tion, 79:395-6,  April  9,  1914. 

A  discussion  and  diagnosis  of  the  causes  of  retardation  and  of  the  fact  that 
bright  pupils  deserve  special  help. 

203.  Belisle,  H.  J.  "An  experiment  in  retardation,"  Journal  of  Ed- 
ucation, 75:381,  87-9,  April  4,  1912. 

An  account  of  the  organization  of  fast,  medium  and  slow  classes  in  Lawrence, 
Massachusetts.    The  operation  of  the  plan  appears  to  have  been  satisfactory. 

204.  Bergen,  J.  Y.  "Grading  inside  of  class  lines,"  Educational  Re- 
view, 16:81-85,  June,  1898. 

Description  of  the  division  of  freshmen  and  other  students  of  the  English  High 
School  of  Boston  according  to  their  average  marks  in  various  subjects. 

205.  Berry,  C.  S.  "Special  classes  in  Michigan  for  mentally  excep- 
tional children."  Report  of  Superintendent  of  Public  Instruction, 
Michigan,  Vol.  78,  1914-15,  p.  57-68. 

Gives  the  results  obtained  from  a  questionnaire  answered  by  over  200  towns. 
Five  different  classes  of  exceptional  children  are  considered.  Fifty-eight  percent  of 
school  administrators  favor  classes  for  bright  children. 

206.  Blewett,  Ben.  "The  system  of  grading  pupils  in  St.  Louis," 
Educational  Review,  8:387-8,  November,  1894. 

An  explanation  of  the  St.  Louis  quarterly  system. 

[33] 


207.  Boykin,  J.  C.  "Class  intervals  in  city  public  schools."  Report 
of  the  United  States  Commissioner  of  Education,  Vol.  2,  p.  981- 
1009,  1891. 

A  very  good  sketch  of  the  history  of  graded  schools  from  the  sixteenth  century 
to  the  time  of  writing.   The  St.  Louis  and  other  flexible  systems  are  described. 

208.  Brehm,  J.  J.    "Variation  in  the  treatment  of  different  groups." 

Ninth   Annual    Schoolmen's   Week   Proceedings,   University   of 

Pennsylvania  Bulletin,  Vol.  23,  No.  1,  p.  248-52. 

In  the  junior  high  school  of  Harrisburg  pupils  are  grouped  according  to  their 
previous  records.   The  school  is  ''thoroughly  committed  to  this  plan." 

209.  Brown,  S.  W.  "Some  experiments  in  elementary  school  organi- 
zation," Addresses  and  Proceedings  of  the  National  Education 
Association,  51:458-63,  1913. 

The  chief  point  made  is  an  argument  for  individual  progress  in  each  subject 
at  the  rate  best  suited  to  the  pupil. 

210.  Buchanan,  Elizabeth.  "Classification  and  promotion,"  Ad- 
dresses and  Proceedings  of  the  National  Education  Associa- 
tion, 39:128-37,  1900. 

An  argument  for  short  class  intervals,  of  not  more  than  twelve  weeks,  or  even 
six. 

211.Burk,  C.  F.  "Promotion  of  bright  and  slow  children,"  Edu- 
cational Review,  19:296-302,  March,  1900. 

A  description  of  the  Santa  Barbara  system  with  A,  B,  and  C  sections  in  each 
grade.    These  sections  differed  in  the  intensity  and  extensity  of  work  covered. 

212.  Burk,  Frederick.  "Every  child  a  minor  vs.  the  lockstep.    A 

suit  in  equity."    Monograph  C.    San  Francisco  State  Normal 

School,  Fresno,  1915. 

A  description  of  individual  instruction  in  the  training  school  for  practice  teach- 
ers.   Each  pupil  goes  at  his  own  pace  and  promotion  is  made  at  any  time. 

213.  Burnell,  Elizabeth  F.  "Instruction  in  mathematics  for  gifted 

pupils,"  Pedagogical  Seminary,  24:569-83,  December,  1917. 

Gives  the  results  of  a  questionnaire  on  provisions  for  bright  children.  Also  a 
bibliography. 

214.  Buswell,  G.  T.  "The  school  treatment  of  mentally  exceptional 

children."    Elementary  School  Journal,  23:683-93,  May,  1923. 

A  brief  discussion  of  a  number  of  plans  of  providing  for  mentally  exceptional 
children.  The  argument  favors  modification  of  the  curriculum  and  varying  the 
methods  of  work  rather  than  varying  the  rate  of  progress. 

215.  Carfrey,  J.  H.  "Grading  and  promotions,"  Journal  of  Educa- 
tion, 75:379-80,  April  4,  1912. 

States  that  shorter  intervals  than  semesters  are  best.  In  Franklin,  Massa- 
chusetts, a  modification  of  the  shorter  interval  and  the  group  plans  are  used. 

[34] 


216.  Chalmers,  W.  W.  et  al.  "Promotions  and  gradings,"  Ad- 
dresses and  Proceedings  of  the  National  Education  Associa- 
tion, 38:369-75,  1899. 

A  general  discussion  of  semester  vs.  annual  promotions,  various  flexible  plans 
of  organization,  etc. 

217.  Chalmers,  W.  S.  "Semi-annual  promotions."  Annual  Report  of 

the  Board  of  Education  of  the  City  of  Toledo,  Ohio,  for  the 

school  year  ending  August  31,   1903.    Toledo,  Ohio:    Board  of 

Education,  1903,  p.  30-41. 

An  argument  showing  the  importance  of  semi-annual  promotions  as  a  device 
for  getting  away  from  the  annual  "lockstep."  Contains  long  quotations  from  W. 
H.  Harris. 

218.  Clerk,  F.  E.  "The  Arlington  plan  of  grouping  pupils  according 
to  ability  in  the  Arlington  High  School,  Arlington,  Massa- 
chusetts.   School  Review,  25:26-48,  January,  1917. 

A  description  of  the  Arlington,  Massachusetts  plan  which  relocates  pupils 
every  two  months  on  the  basis  of  school  marks.  Nine  advantages  are  stated  and 
eleven  objections  answered  on  the  basis  of  six  years  of  experience  with  the  plan. 

219.  Cogswell,  Francis.  "The  Cambridge  experiment,"  Addresses 
and  Proceedings  of  the  National  Education  Association,  33:333- 
38,  1894. 

A  description  of  the  Cambridge,  Massachusetts,  plan  which  provides  for  a 
four-and  a  six-year  track  through  grades  four  to  nine  inclusive. 

220.  Coleman,  E.  M.  "Grading  for  efficient  organization  in  the  inter- 
ests of  pupils,"  Addresses  and  Proceedings  of  the  National 
Education  Association,  40:286-7,  1901. 

Describes  the  plan  in  use  at  Ft.  Dodge,  Iowa,  which  was  adapted  from  the 
St.  Louis  plan. 

221.  Collicott,  J.  G.  "The  bright  pupil,"  Addresses  and  Proceed- 
ings of  the  National  Education  Association,  53:457-66,  1915. 

Gives  results  from  a  questionnaire  sent  out  to  all  cities  of  over  50,000.  Dis- 
cusses briefly  about  a  dozen  flexible  plans  for  the  selection  of  bright  pupils.  Followed 
by  arguments  for  and  against. 

222.  Corson,  D.  B.  "Classification  of  pupils,"  Educational  Admin- 
istration and  Supervision,  6:86-93,  February,  1920. 

An  argument  for  rapid,  regular  and  slow  sections  of  pupils. 

223.  Cubberley,  E.  P.  "Promotional  plans."  Public  School  Adminis- 
tration. Boston:  Houghton  Mifflin  Company,  1916,  p.  300-06. 
Describes  the  Pueblo,  Batavia,  Cambridge,  Mannheim,  and  a  few  other  plans. 

[35] 


224.  Cummins,  R.  A. "  'Bright'  and  'slow'  pupils  in  elementary  and 
high  school,"  Journal  of  Educational  Psychology,  10:377-88, 
October,  1919. 

An  account  of  a  study  in  a  private  school  in  New  York  City.  It  was  found 
that  there  was  a  tendency  for  pupils  who  were  bright  and  making  fast  progress  to 
continue  to  do  so  and  for  others  to  continue  to  make  slow  progress. 

225.  Dempsey,  C.  H.  "Flexible  grading  and  promotions,"  Journal  of 
Education,  75:373-5,  April  4,  1912. 

Describes  the  reorganization  of  the  system  at  Maiden,  Massachusetts,  which 
provided  opportunity  for  bright  pupils  to  skip  three  semesters  of  work.  Lists  the 
principles  upon  which  reorganization  was  based. 

226.  De  Voss,  J.  C.  "School  success  of  gifted  children."  Proceedings 
of  the  First  Annual  Conference  on  Educational  Research  and 
Guidance,  San  Jose  State  Teachers  College.  Sacramento,  Cal- 
ifornia:   State  Printing  Office,  1923,  p.  34-38. 

An  argument  to  the  effect  that  gifted  children  are  able  to  carry  extra  work 
and  progress  more  rapidly.  To  some  extent  replies  to  Dr.  Bagley's  address  on  educa- 
tional determinism. 

227.  Dougherty,  N.   C.  "Report  of  the  round-table  discussion  on 

'promotion  in  city  schools',"    Addresses  and  Proceedings  of  the 

National  Education  Association,  31:802-3,  1892. 

States  that  in  Chicago  promotions  are  made  at  all  times,  only  slightly  over 
half  being  at  the  end  of  the  year.  Argues  that  a  flexible  system  helps  pupils. 

228.  Downes,  F.  E.  "Seven  years  with  unusually  gifted  pupils,"  Psy- 
chological Clinic,  6:13-17,  March  15,  1912. 

Describes  the  bright  sections  organized  in  the  Harrisburg,  Pennsylvania, 
schools,  also  the  special  schools  for  bright  pupils  of  the  upper  grades.  States  that 
attendance,  scholarship,  discipline  and  high-school  records  were  all  improved  by  the 
operation  of  the  plans  described. 

229.  Downes,  F.  E.  "Other  special  schools."  Report  of  the  Superin- 
tendent of  Schools,  Harrisburg  Public  Schools,  1912,  p.  23-26. 

Describes  the  schools  for  exceptionally  gifted  children  which  allow  them  to 
cover  work  of  the  eighth  and  ninth  years  in  one  year.  States  advantages  of  this 
plan  and  that  the  pupils  involved  do  well  in  high  school. 

230.  Dutton,  S.  T.  and  Snedden,  David.  "Grading  and  promotion." 

The  Administration  of  Public  Education  in  the  United  States, 

New  York:    Macmillan  Company,  1912,  p.  341-55. 

A  discussion  of  homogeneity  within  a  grade,  reclassification  and  flexible  grading, 
minimum  and  maximum  requirements,  individual  teaching,  ungraded  rooms,  the 
Cambridge  and  Batavia  plans,  etc. 

231.  Dyer,  F.  B.  "Superintendent's  report."  Seventy-ninth  Annual 
Report  of  the  Public  Schools  of  Cincinnati,  1908,  p.  66,  67-69. 

A  brief  account  of  certain  special  classes  and  vacation  schools  in  Cincinnati. 

[36] 


232.  Dyer,  F.  B.  "Rapid  advancement  classes."  Annual  Report  of  the 
Superintendent,  Boston,  Public  Schools,  1913,  p.  65-67. 

An  account  of  certain  classes  in  which  pupils  may  do  three  years  of  work  in 
two.   The  plan  worked  well  and  was  to  be  extended  to  other  schools  of  the  city. 

233.  Fisher,  G.  M.  "Report  to  superintendent."  Sixty-fourth  An- 
nual Report  of  Schools  of  Worcester,  1912,  p.  74-75. 

An  account  of  the  summer  school  provided  for  failing  pupils  to  make  up  work 
and  for  bright  pupils  to  gain  time. 

234.  Freeman,  F.  N.  "Provision  in  the  elementary  school  for  super- 
ior children,"  Elementary  School  Journal,  21:117-31,  October, 
1920. 

Gives  results  of  a  questionnaire  sent  out  to  cities  of  over  25,000.  A  rather 
careful  analysis  of  results  is  made  showing  what  plans  are  in  use  and  upon  what 
they  are  based.    Advantages  and  difficulties  are  discussed. 

235.  Garber,  J.  P.  "A  rational  system  of  classification  and  promotion 
of  pupils  in  elementary  schools,"  Education,  27:288-302,  Janu- 
ary, 1907. 

Argues  that  promotional  intervals  should  fit  pupils  but  that  bright  and  dull 
pupils  should  not  be  separated  nor  should  intervals  be  very  short.  Also  says  that 
failure  is  not  the  chief  cause  of  elimination. 

236.  Gillingham,  Anna.  "The  bright  child  and  the  school,"  Journal 
of  Educational  Psychology,  10:237-52,  May-June,  1919. 

A  description  of  a  number  of  bright  children  and  an  argument  that  such 
children  be  given  more  recreation  and  play  rather  than  extra  work  leading  to  ac- 
celerated progress. 

237.  Gist,  A.  S.  "The  acceleration  of  pupils,"    School  and  Society, 

5:116-18,  January  27,  1917. 

An  account  of  an  experiment  in  grouping  pupils  according  to  teachers'  estimates 
in  a  Seattle  school.   The  experiment  was  considered  a  success. 

238.  Glass,  J.  M.  "The  study-coach  or  opportunity  class  organiza- 
tion." Eighth  Annual  Schoolmen's  Week  Proceedings,  Univer- 
sity of  Pennsylvania  Bulletin,  Vol.  21,  No.  37,  Philadelphia, 
June  18,  1921,  p.  250-56. 

Describes  two  types  of  study-coach  organization  to  meet  the  individual  needs 
of  three  classes  of  pupils.    Gives  a  list  of  advantages  of  so  doing. 

239.  Gordon,  C.  H.  "Reorganization  of  the  grammar  school  and  a 

rational  system  of  grading,"  Education,  21:16-26,  September, 

1900. 

An  argument  for  two  parallel  courses  of  the  same  length,  one  of  which  has  a 
richer  curriculum  than  the  other,  and  for  the  basing  of  promotion  chiefly  upon  effort. 

[37] 


240.  Gosling,  T.  W.  "The  classification  of  pupils,"  Educational  Re- 
view, 39:394-399,  April,  1910. 

A  discussion  of  the  problem  as  it  exists  in  high  school. 

241.  Greenwood,  J.  M.  "Shorter  time  in  elementary  school  work," 
Educational  Review,  24:375-90,  November,  1902. 

Gives  data  concerning  the  Kansas  City  elementary  schools  which  do  in  seven 
years  what  most  schools  do  in  eight.    Shows  that  the  work  is  satisfactorily  done. 

242.  Gregory,  Christopher.  "Holding  pupils  in  school,"  Atlantic 
Educational  Journal,  11:436-37,  April,  1916. 

Describes  the  semi-annual  plan  with  special  classes  for  retarded  and  rapid 
classes  for  superior  pupils  in  Long  Branch,  New  Jersey.  States  that  it  results  in  the 
seventh  and  eighth  grades  being  as  large  as  the  fifth  and  sixth. 

243.  Harley,  H.  L.  "The  physical  status  of  the  special  class  for  bright 
children  in  the  University  of  Pennsylvania,  summer  session  of 
1912,"  Psychological  Clinic,  7:20-23,  March  15,  1913. 

Shows  that  school  work  done  in  hot  weather  did  not  injure  the  health  of 
bright  pupils.   All  except  one  increased  in  weight  while  in  summer  school. 

244.  Harris,  W.  T.  "Advantages  and  disadvantages  of  the  graded 
system."  Fifteenth  Annual  Report  of  the  St.  Louis  Public 
Schools,  1868-69,  p.  104-07. 

This  discussion  implies  dissatisfaction  with  the  rigid  grading  system. 

245.  Harris,  W.  T.  "Superintendent's  report."  Eighteenth  Annual 
Report  of  the  St.  Louis  Public  Schools,  1871-72,  p.  24-27,  81-87. 

Mentions  the  quarterly  promotions  in  use  in  St.  Louis,  and  discusses  the  ad- 
vantages of  classification  if  not  too  rigid.  States  that  a  five-weeks  interval  is  ideal 
and  that  a  system  must  be  readjusted  to  meet  the  needs  of  its  pupils. 

246.  Harris,  W.  T.  "Superintendent's  report."  Nineteenth  Annual 
Report  of  the  St.  Louis  Public  Schools,  1872-73,  p.  24-29. 

An  explanation  of  the  flexible  system  used  in  St.  Louis  which  provided  for  reg- 
ular quarterly  promotions  but  also  had  some  groups  organized  with  only  five  weeks 
intervals. 

247.  Harris,  W.  T.  "Superintendent's  report."  Twentieth  Annual  Re- 
port of  the  St.  Louis  Public  Schools,  1873-74,  p.  121-48. 

An  argument  in  favor  of  the  St.  Louis  and  other  flexible  plans  of  organization. 
Contains  quotations  from  several  others  in  favor  of  such  plans. 

248.Harris,  W.  T.  "Superintendent's  report."  Twenty-first  Annual 
Report  of  the  St.  Louis  Public  Schools,  1874-75,  p.  28-29,  86-93. 

Contains  quotations  from  other  exponents  of  flexibility. 

[38] 


249.  Harris,  W.  T.  "Classification  in  graded  schools."  Report  of  the 

United   States   Commissioner  of   Education,   Vol    1,   p.   601-36, 

1891-92. 

This  is  merely  a  collection  of  what  is  contained  in  the  various  reports  of  the 
St.  Louis  Public  Schools  on  the  same  subject. 

250.  Harris,  W.  T.  "Class  intervals  in  graded  schools,"    Addresses 

and  Proceedings  of  the  National  Education  Association,  39:332- 

40,  1900. 

A  statement  of  the  need  of  flexible  organization  and  of  separating  weak  and 
strong  pupils.  It  is  also  argued  that  promotion  should  be  individual  and  not  by 
classes. 

251.  Harris,  W.  T.  et  al.  "The  early  withdrawal  of  pupils  from 
school:  its  causes  and  its  remedies,"  Addresses  and  Proceed- 
ings of  the  National  Education  Association,  12:260-73,  1872. 

Several  causes  of  elimination  are  stated  of  which  defective  grading  is  the 
most  potent.   Discussion  both  for  and  against  short  intervals  of  organization  follows. 

252.  Hartwell,  C.  S.   "Economy  in  education,"  Educational  Review, 

30:159-77,  September,  1905. 

States  that  the  grammar  school  is  not  satisfactory  and  that  promotion  by  sub- 
jects is  one  of  the  changes  needed. 

253.  Hartwell,  C.  S.  "The  grading  and  promotion  of  pupils,"  Educ- 
ational Review,  40:375-86,  November,  1910.  Addresses  and 
Proceedings  of  the  National  Education  Association,  48:294-306, 
1910. 

An  argument  for  flexible  organization  and  promotion  by  subjects.  The  results 
of  a  questionnaire  are  given  showing  more  favorable  sentiment  on  these  points  than 
existed  several  years  previously.  It  is  also  stated  that  bright  and  dull  pupils  should 
be  given  individual  attention. 

254.  Hatch,  W.  E.  et  al.  "Provisions  for  exceptional  children  in  the 
public  schools,"  Addresses  and  Proceedings  of  the  National 
Education  Association,  45:360-63,  1907. 

Rather  brief  discussion  of  several  of  the  plans. 

255.  Heilman,  J.  D.  "The  need  for  special  classes  in  the  public 
schools,"  Psychological  Clinic,  1:104-14,  June  15,  1907. 

This  deals  entirely  with  classes  for  inferior  pupils. 

256.  Henry,  T.  S.  "Classroom  problems  in  the  education  of  gifted 

children."  Nineteenth  Yearbook  of  the  National  Society  for  the 

Study  of  Education,  Part  II,  1920.    125  p. 

A  complete  account  of  an  experiment  in  selecting  gifted  children  at  Urbana, 
111.,  and  a  brief  description  of  a  number  of  flexible  promotion  schemes.  There  is 
also  a  bibliography  on  the  psychology  and  pedagogy  of  gifted  children. 

[39] 


257.  Hoblit,  M.  L.  "The  high-school  unit:  quantity,  quality,  and 
credit,"    School  Review,  23:303-06,  May,  1915. 

A  suggestion  that  high-school  graduation  be  determined  by  a  combined  system 
of  units  and  points,  the  latter  to  depend  upon  the  marks  made.  The  scheme  is  so 
arranged  that  a  superior  student  can  complete  the  work  in  three  years,  an  average 
student  in  four  years  and  a  poor  student  in  more  than  four. 

258.  Hoblit,  M.  L.  "Is  credit  for  quality  sound? — A  rejoinder," 
School  Review,  23:712-14,  December,  1915. 

States  that  his  suggested  plan  did  not  involve  the  graduation  of  a  pupil  who 
had  covered  less  than  fifteen  units  of  work.    Also  argues  in  its  defense. 

259.  Holmes,  W.  H.  "Plans  of  classification  in  the  public  schools," 
Pedagogical  Seminary,  18:475-522,  December,  1911. 

Describes  a  dozen  or  more  of  the  different  plans  used  in  this  country,  also  sev- 
eral used  in  England.   The  discussion  is  followed  by  a  bibliography. 

260.  Holmes,  VV.  H.  "The  St.  Louis  Plan,"  Journal  of  Education, 
75:380,  April  4,  1912. 

A  brief  description  of  the  plan  mentioned. 

261.  Holmes,  W.  H.  "School  organization  and  the  individual  child." 
Worcester:  Davis  Press,  1912,  Partly  in  Journal  of  Education, 
75:376-9,  April  4,  1912. 

A  long  discussion  of  a  number  of  different  plans  of  classification  and  promo- 
tion. Also  a  theoretical  discussion  of  the  subject.  Some  space  is  given  to  mental 
tests. 

262.  Hutton,  T.  B.  "Classification  and  gradation,"  School  Review, 
16:543-50,  October,  1908. 

Describes  the  two-group  system  in  use  at  LeMars,  Iowa.  States  that  it  pre- 
vents retardation  and  saves  money. 

263.  Jackman,  W.  S.  "The  school  grade  a  fiction,"  Educational  Re- 
view, 15:456-73,  May,  1898. 

A  strong  plea  and  argument  against  having  eight  rigidly  defined  elementary- 
grades. 

264.  Johnson,  F.  W.  "Credit  for  courses  in  the  University  High 
School,"    School  Review,  23:715-18,  December,  1915 

Gives  the  plan  of  credit  for  quality  followed  in  the  University  of  Chicago  High 
School.  The  credit  ranges  from  .85  for  a  grade  of  60  percent  to  1.25  for  a  grade  of 
95  percent.  States  that  the  University  of  Chicago  admits  some  students  on  this 
basis. 

265.  Jones,  E.  E.  "A  concrete  example  of  the  value  of  individual 
teaching,"  Psychological  Clinic,  2:195-203,  December  15,  1908. 
Gives  the  history  of  one  successful  case  and  states  a  few  general  principles. 

[40] 


266.  Jones,  E.  E.  "Suggestions  from  cases  of  unusually  rapid  or  ir- 
regular progress  in  public  schools,"  Addresses  and  Proceedings 
of  the  National  Education  Association,  50:640-45,  1912. 

A  study  of  several  hundred  pupils  who  had  skipped  grades  which  shows  that 
most  of  them  should  have  skipped  and  that  a  few  should  not. 

267.  Jones,  H.  S.  et  al.  "II — Report  of  the  committee  on  city  school 
systems.  Pupils-classification,  examination  and  promotion."  Ad- 
dresses and  Proceedings  of  the  National  Education  Association, 
26:276-84,  1886. 

In  this  discussion  are  mentioned  various  types  of  classification  and  the  need  for 
considering  individual  pupils. 

268.  Jones,  Olive  M.  Teaching  Children  to  Study.  The  Group  Sys- 
tem Applied.   New  York:    Macmillan  Company,  1909. 

Gives  a  brief  account  of  a  number  of  plans  and  a  very  full  one  of  the 
Mannheim  special  class  system. 

269.  Jones,  W.  F.  "An  experimental  -  critical  study  of  the  problem 

of  grading  and  promotion,"  Psychological  Clinic,  5:63-96,  99- 

120,  May  15,  and  June  15,  1911. 

A  discussion  of  a  number  of  double-track  systems  and  of  the  reasons  for  fail- 
ure. States  that  the  pupils'  and  teachers'  reasons  for  the  latter  are  as  often  false 
as  true. 

270.  Kendall,  C.  N.  "What  modifications  in  organization  are  neces- 
sary to  secure  suitable  recognition  for  pupils  of  varying  ability, 
particularly  for  the  ablest?"  Addresses  and  Proceedings  of  the 
National  Education  Association,  46:147-55,  1908. 

Discusses  the  Cambridge  and  other  plans.  Is  in  favor  of  making  some  modifica- 
tions. 

271.  Kennedy,  John.  "The   Batavia   plan   after   fourteen   years   of 

trial,"  Elementary  School  Teacher,  12:449-59,  June,  1912. 

After  fourteen  years  experience  with  the  Batavia  plan  the  author  is  still  an 
enthusiastic  believer  in  its  advantages. 

272.  Kennedy,  John  et  al.  The  Batavia  System  of  Individual  In- 
struction.  Syracuse:    C.  W.  Bardeen,  1914.  299  p. 

A  complete  description  of  the  Batavia  system,  with  two  teachers  in  each  room, 
one  the  regular  teacher  and  the  other  to  aid  individuals.  States  that  elimination 
and  expense  were  reduced,  teachers  freed  from  worry  and  the  general  school  spirit 
bettered. 

273.  Kennedy,  J.  W.  "The  all-year  school,"  Addresses  and  Proceed- 
ings of  the  National  Education  Association,  55:795-801,  1917. 

Tells  of  summer  term  and  "promotion  classes"  in  Newark.  Both  time  and 
money  were  saved. 

[41] 


274.  Kilpatrick,  V.  E.  "Emancipating  the  individual  pupil,"  Educa- 
tion, 30:375-85,  February,  1910. 

A  general  discussion  of  individuality  followed  by  an  enumeration  of  ten  plans 
of  school  organization. 

275.  Kirk,  J.  R.  "Should  the  school  furnish  better  training  for  the 
non-average  child?"  Addresses  and  Proceedings  of  the  National 
Education  Association,  45:221-27,  1907. 

A  plea  for  flexible  organization. 

276.  Leighton,  E.  V.  "At  last — a  chance  for  the  gifted  child,"  Pop- 
ular Educator,  30:115,  October,  1912. 

Brief  mention  of  several  cities  making  provision  for  or  giving  recognition  to 
gifted  children. 

277.  Lewis,  H.  P.  "Semi-annual  promotion."    Report  of  the  Public 

Schools  of  the  City  of  Worcester.    Worcester,  Massachusetts: 

School  Committee,  1904,  p.  34-41. 

An  argument  in  favor  of  semi-annual  promotions.  Contains  quotations  from 
several  sources. 

278.  Littwin,    M.    F.  "English    'star'    classes    at    the    Boys'    High 

School."    Bulletin   of  High   Points    in   the   Work   of   the   High 

Schools  of  New  York  City,  5:4-7,  March,  1923. 

On  the  basis  of  school  marks  special  sections  were  formed  in  the  sixth, 
seventh  and  eighth  semesters  of  high  school.  These  sections  were  given  differentiated 
and  enriched  work  in  English.   A  number  of  advantages  were  derived  from  the  plan. 

279.  Lynch,  Ella  F.  "The  bright  child,"  Psychological  Clinic,  4:141- 
44,  October  15,  1910. 

A  plea  that  the  bright  child  be  given  individual  instruction  and  the  opportun- 
ity for  individual  progress. 

280.  McDonald,  R.  A.  F.  "Provision  for  the  exceptionally  gifted." 
Adjustment  of  School  Organization  to  Various  Population 
Groups.  Teachers  College  Contributions  to  Education,  No.  75. 
New  York:  Teachers  College  Bureau  of  Publications,  p.  90-101. 
A  theoretical  discussion  followed  by  a  brief  description  of  about  a  dozen  plans. 

281.Maennel,  B.  "The  auxiliary  schools  of  Germany."  (Translated 
by  Dresslar,  F.  B.).  United  States  Bureau  of  Education  Bul- 
letin, No.  3,  1907,  p.  43-47,  121-23. 

An  account  of  the  Mannheim  three-fold  plan. 
282.  Mangold,   G.   B.  "The   mental   classification   of  children.    The 
education  of  exceptional  children."    Problems  of  Child  Welfare. 
New  York:    Macmillan  Company,  1914,  p.  205-27. 

This  is  almost  entirely  a  discussion  of  backward  children. 

[42] 


283.  Meyer,   M.    F.     "Is    credit   for   quality    sound? — A   criticism," 

School  Review,  23:708-11,  December,  1915. 

An  argument  in  favor  of  credit  for  quality  which  is  in  use  in  a  portion  of  the 
University  of  Missouri.    Especially  answers  Professor  Ruediger's  adverse  criticism. 

284.  Miller,  C.  A.  A.  J.  "The  study  of  exceptional  children,"  Ad- 
dresses and  Proceednigs  of  the  National  Education  Association, 
46:957-63,  1908. 

A  theoretical  discussion  listing  ten  kinds  of  exceptional  children. 

285.  Mitchell,  David.  "Schools  and  classes  for  exceptional  chil- 
dren." Educational  Survey.  Cleveland,  Ohio:  Cleveland  Foun- 
dation, 1916.    122  p. 

Discusses  provisions  for  ten  classes  of  exceptional  children  in  Cleveland.  Bright 
children  are  not  included  in  those  provided  for. 

286.  Mulrey,  Cora  L.  "The  rapid  advancement  class,"    Educational 

Administration  and  Supervision,  3:416-19,  September,   1917 

A  brief  account  of  the  Cambridge  plan  by  which  three  years  of  work  may  be 
done  in  two. 

287.  Myers,  G.  C  "Broadening  the  course  of  study  for  the  bright 

child,"   Educational  Administration   and   Supervision,   3:33-37, 

January,  1917. 

Suggests  minimum  and  maximum  courses  and  answers  a  number  of  objections 
to  them. 

288.  Neverman,  P.  F.  "New  Richmond  plan  of  grade  promotion," 

American  School  Board  Journal,  54:38,  January,  1917. 

Describes  the  New  Richmond,  Wisconsin,  plan  which  provided  two  tracks 
through  the  lower  grades.  Also  a  number  of  principles  upon  which  the  plan  is 
based  are  given. 

289.  Parlin,  F.  E.  "Gradation  and  promotion."  Annual  Report  of 
the  School  Committee  and  the  Superintendent  of  Schools,  Cam- 
bridge, Massachusetts,  1910,  p.  19-21. 

A  brief  explanation  of  the  Cambridge  plan. 

290.  Parkinson,  W.  D.  "Promotions,  accelerated  and  retarded,"  Edu- 
cation, 19:152-57,  November,  1898. 

An  argument  that  there  is  some  advantage  in  the  inertia  of  the  graded  system 
and  that  only  a  comparatively  few  pupils  should  be  accelerated  and  retarded. 

291.  Parkinson,  W.  D.  "Individuality  and  social  adjustment  as 
means  and  ends  in  education,"  Education,  29:16-24,  104-12, 
September,  October,  1908. 

A  discussion  of  individual  and  class  instruction  and  progress.  Argues  for  a 
fairly  flexible  organization  adapted  to  the  individual. 

[43] 


292.  Patterson,  M.  Rose.  "A  preparatory  center  in  Baltimore,"  At- 
lantic Educational  Journal,  12:234-38,  January,  1917. 

A  description  of  the  Baltimore  plan  in  which  the  best  upper  grade  pupils  of  the 
city  are  brought  together  at  the  end  of  the  sixth  grade  and  may  either  do  three 
years  of  work  in  two  or  two  in  one  and  one-half. 

293.  Patterson,  M.  Rose.  "The  Homewood  demonstration  school  at 
Johns  Hopkins  University,"  School  and  Society,  16:577-84,  No- 
vember 18,  1922. 

An  account  of  an  experiment  in  which  a  number  of  pupils  did  five  months 
work  in  two.    Especially  the  under-age  pupils  succeeded  in  doing  the  extra  work. 

294.  Payne,  W.  H.  "Elastic  grading."    Report  of  the  United  States 

Commissioner  of  Education,  Vol.  2,  p.  1376-77,  1899-1900. 

Argues  that  the  best  basis  of  classification  is  the  average  of  the  year's  work 
and  that  on  such  a  basis  few  pupils  should  need  reclassification. 

295.  Phillips,  D.  E.  "The  child  vs.  promotional  machinery,"  Ad- 
dresses and  Proceedings  of  the  National  Education  Association, 
50:349-55,  1912. 

A  discussion  of  changes  in  school  organization  that  affect  promotion. 

296.  Pickard,  J.  L.  "Superintendent's  report."  Twenty-first  Annual 
Report,  Department  of  Public  Instruction,  Chicago,  1874-75,  p. 
45-57. 

Defends  the  "graded  system"  but  admits  that  its  evils  need  correction.  Be- 
lieves that  the  chief  correction  should  be  the  promotion  of  pupils  whenever  they  are 
ready. 

297.  Prince,  J.  T.  "The  grading  and  promoting  of  pupils,"  Educa- 
tional Review,  15:231-45,  March,  1898. 

A  general  discussion  with  a  brief  description  of  several  flexible  plans. 

298.  Prince,  J.  T.  "Some  New  England  plans  and  conclusions  drawn 
from  a  study  of  grading  and  promotion,"  Addresses  and  Pro- 
ceedings of  the  National  Education  Association,  37:423-34,  1898. 

Gives  results  obtained  from  a  questionnaire,  also  a  description  of  the  Cam- 
bridge, Middleboro,  Woburn,  Keene,  St.  Louis,  Dayton,  Le  Mars  and  Centralia 
plans. 

299.  Prince,  J.  T.  "Classification  and  promotion  of  pupils."    School 

Administration.    Syracuse:    C.  W.  Bardeen,  1906,  p.  125-33. 

A  discussion  of  several  different  flexible  plans  of  organization  including  frequent 
promotions,  the  "double-tillage"  plan,  the  organization  of  groups  according  to  abil- 
ity and  individual  promotion. 

300.  Pvle,  W.  H.  "A  psychological  study  of  bright  and  dull  pupils," 
Journal  of  Educational  Psychology,  6:151-56,  March,  1915. 
Shows  that  mental  differences  between  pupils  may  be  measured. 

[44] 


301.  Pyrtle,  E.  Ruth.  "Super-normal  children — a  study,"  Journal 
of  Educational  Method,  1:273-75,  March,  1922. 

Describes  the  plan  used  in  the  junior  high  school  of  Lincoln,  Nebraska.  On 
the  basis  of  their  school  records  the  brightest  pupils  are  selected  and  allowed  to  do 
three  years  of  work  in  two.     Many  advantages  are  listed. 

302.  Rathmann,  C.  G.  "The  Mannheim  system  of  school  organiza- 
tion,"  Educational  Review,  53:55-60,  January,  1917. 

A  description  of  this  plan  with  an  account  of  its  effect  upon  elimination  which 
was  much  reduced  by  its  operation. 

303.  Richman,  Julia.  "A  successful  experiment  in  promoting  pupils," 
Educational  Review,  18:23-29,  June,  1899. 

In  a  New  York  school  the  pupils  of  grades  I-VI  were  divided  into  bright, 
medium  and  poor  sections,  each  going  at  its  own  rate.  The  effect  was  to  increase 
the  number  of  promotions. 

304.  Rigler,  Frank.  "Principles  of  classification."  Thirty-seventh 
Annual  Report  of  the  Public  Schools  of  Portland,  Oregon,  1909- 
10,  p.  113-19. 

Description  of  the  Portland  plan  in  which  the  course  of  study  is  divided  into 
fifty-four  parts  arranged  in  six  cycles  of  one  and  one-half  years  each.  At  the  end 
of  each  cycle  pupils  are  reclassified  according  to  their  ability,  there  being  two  rates 
at  which  they  may  progress. 

305.  Roberts,  J.  E.  "A  working  scheme  of  promotional  efficiency," 
Elementary  School  Journal,  17:719-26,  June,  1917. 

Tells  of  the  plan  used  in  Fond  du  Lac,  Wisconsin,  where  pupils  are  promoted  at 
any  time  by  subjects  and  not  by  grades. 

306.  Rosier,  Joseph.  "The  graded  school — its  strength  and  its  weak- 
ness," Review  of  Education,  7:175-77,  December,  1901. 

States  that  the  lack  of  individual  instruction  is  not  a  weakness  inherent  but 
one  that  can  be  remedied  by  teachers. 

307.  Rosier,  Joseph.  "A  satisfactory  basis  for  the  promotion  of 
pupils,"  School  and  Society,  1:701-05,  May  15,  1915.  Addresses 
and  Proceedings  of  the  National  Education  Association,  53:477- 
84,  1915. 

A  theoretical  discussion  of  flexible  grading  and  promotion,  arguing  for  special 
schools,  ungraded  rooms,  maximum  and  minimum  curricula,  etc. 

308.Reudiger,  W.  C.  "Is  credit  for  quality  sound?"  School  Review, 
23:450-54,  September,  1915. 

An  argument  against  giving  credit  for  quality.  States  that  quality  and  quantity- 
are  disparate,  that  we  recognize  quality  by  the  honor  attached,  that  credit  for  qual- 
ity would  over-emphasize  marks,  and  that  it  would  vary  the  educational  content 
covered  by  different  students  but  indicated  by  the  same  diploma. 

[45] 


309.  Sakaki,  Yasusaburo.  "Some  studies  on  so-called  'ab-normally 

intelligent'   pupils,"   Psychological   Clinic,   6:18-25,   March    15, 

1912. 

Classifies  "ab-normally  intelligent"  pupils  into  seven  classes  and  shows  the 
need  for  individual  instruction. 

310.  Search,  P.  W.  "Individual  teaching:  the  Pueblo  plan,"  Educa- 
tional Review,  7:154-70,  February,  1894. 

A  description  of  the  Pueblo  plan  in  which  all  work,  promotion  and  graduation 
is  strictly  individual.   Lists  a  number  of  advantages. 

311.  Search,  P.  W.  "The  Pueblo  plan  of  individual  teaching,"  Edu- 
cational Review,  8:84-85,  June,  1894. 

A  brief  explanation  of  the  Pueblo  plan  supplementary  to  the  reference  above. 

312.  Search,  P.  W.  et  al.  "Individualism  in  mass  education,"  Ad- 
dresses and  Proceedings  of  the  National  Education  Association. 
34:398-411,  1895. 

A  rather  general  criticism  of  the  graded  system  followed  by  discussion  of  both 
sides. 

313.  Shaer,  I.  "Special  classes  for  bright  children  in  an  English  ele- 
mentary school,"  Journal  of  Educational  Psychology,  4:209-22, 
April,  1913. 

Describes  a  plan  used  in  a  Manchester  school  in  which  there  are  four  special 
rooms  by  means  of  which  pupils  may  gain  one  or  more  years'  time. 

314.  Shearer,  W.  J.  "The  Elizabeth  plan  of  grading,"  Addresses  and 

Proceedings  of  the  National  Education  Association,  37:441-48, 

1898. 

In  Elizabeth,  New  Jersey,  promotions  were  made  at  any  time  upon  the  basis 
of  the  teacher's  estimate  and  pupils  grouped  according  to  ability,  each  group  going 
as  fast  as  it  was  able.   Many  favorable  results  were  obtained  from  this  plan. 

315.  Shearer,  W.  J.  The  Grading  of  Schools.  New  York:  H.  P. 
Smith,  1S99.  220  p. 

Suggests  that  grading  should  be  in  groups  according  to  ability  and  acquire- 
ments. 

316.  Shearer,  W.  J.  "Grading  for  efficient  organization  in  the  inter- 
ests of  pupils,"  Addresses  and  Proceedings  of  the  National  Edu- 
cation Association,  40:285-86,  1901. 

A  general  discussion  in  which  the  essentials  of  good  grading  are  listed  as  fol- 
lows: acceleration,  classification,  proper  provision  for  reclassification  and  proper  ap- 
portionment of  work. 

317.  Shearer,  W.  J.  "School  children  in  lockstep,"  World's  Work, 
14:9252-55,  August,  1907. 

A  strong  argument  against  the  lockstep  with  a  discussion  of  conditions  in 
New  York,  Philadelphia,  etc. 

[46] 


318.  Siders,  W.  R.  "In  class  instruction,  how  can  the  individual  be 
reached  r"    Addresses  and  Proceedings  of  the  National  Educa- 
tion Association,  47:175-82,  1909. 

Discusses  several  other  plans  and  describes  that  in  use  in  Pocatello,  Idaho.  A 
combined  class,  group  and  individual  instruction  system  is  used  there. 

319.  Smith,  H.  L.  "Plans  for  saving  time  in  grades  VII-XII  in- 
clusive." Bulletin  of  the  Extension  Division,  Indiana  University, 
Vol.  4,  No.  4  (Fifth  Conference  on  Educational  Measurements), 
1918,  p.  74-91. 

Presents  the  results  of  a  questionnaire  study  of  the  plans  in  use  in  over  400 
cities. 

320.  Snedden,  David.  "Exceptional  children."  Monroe's  Cyclopedia 
of  Education,  New  York:  Macmillan  Company,  1911,  Vol.  2, 
p.  540-41. 

Says  that  flexible  promotion  more  or  less  takes  care  of  exceptional  children. 

321.  Snedden,  David.  "Grading  and  promotion."  Monroe's  Cyclo- 
pedia of  Education,  New  York:  Macmillan  Company,  1912, 
Vol.  3,  p.  126-28. 

Mentions  several  flexible  plans  and  discusses  the  subject  in  general. 

322.  Spain,  C.  L.  "The  platoon  school  in  Detroit."  Detroit  Edu- 
cational Bulletin  No.  2,  November,  1920.  Journal  of  Education- 
al Research,  3:76-77.    January,   1921. 

Describes  the  platoon  organization  in  use  in  some  Detroit  schools. 

323.  Spaulding,    F.    E.  "The    unassigned    teacher    in    the    schools," 

School  Review,  15:201-16,  March,  1907. 

In  Newton,  Massachusetts,  unassigned  teachers  are  assigned  to  work  with  in- 
dividuals and  small  groups.  They  help  the  better  pupils  to  gain  time  and  the  poorer 
ones  to  keep  up  with  the  class. 

324.  Spaulding,  F.  E.  "The  Newton  educational  policy."   Report  of 

Superintendent.    Annual   Report  of   the   School   Committee   in 

Newton,  Vol.  74,  p.  15-22,  26,  1913. 

States  that  Newton  aims  to  provide  educational  opportunities  adapted  to  all 
individual  pupils.  Parts  of  the  general  plan  are  to  have  assistant  teachers  to  help 
individuals  and  to  make  promotions  at  any  time. 

325.  Stern,  Wm.   "The  supernormal  child,"   Journal  of  Educational 

Psychology,  2:143-48,  181-90,  March  and  April,   1911. 

An  argument  to  the  effect  that  special  types  of  instruction  must  be  provided 
for  the  super-normal  and  sub-normal  pupils. 

326.  Stevenson,  R.  W.  "Superintendent's  report."  Columbus  Public 
Schools,  1872-73,  p.  45. 

States  that  Columbus,  Ohio,  allows  promotions  at  any  time. 

[47] 


327.  Terman,  L.  M.  "The  mental  hygiene  of  exceptional  children," 
Pedagogical  Seminary,  22:529-37,  December,   1915. 

States  that  unusually  bright  children  are  not  given  enough  work  to  do  and  dull 
children  too  much. 

328.  Terman,  L.  M.  "Discussion  of  gifted  children  section."  Pro- 
ceedings of  the  First  Annual  Conference  on  Educational  Re- 
search and  Guidance,  San  Jose  State  Teachers  College.  Sac- 
ramento, California:    State  Printing  Office,  1923,  p.  41-43. 

A  summary  of  several  addresses  dealing  with  gifted  children,  with  some  argu- 
ment in  favor  of  rapid  progress  rather  than  enriching  the  curriculum  in  the  ordi- 
nary way. 

329.  Trummer,  Mary  C.  "Instruction  adapted  to  groups  of  differing 
ability,"  School  Review,  30:409-11,  June,  1922. 

Describes  the  "accomodation"  and  "express"  classes,  the  "opportunity,"  "ad- 
justment" and  "make-up"  groups  used  in  a  Los  Angeles  high  school.  Pupils  are  se- 
lected on  the  basis  of  their  elementary  school  marks. 

330.  Ulrich,  Flora.  "A  year's  work  in  a  'superior'  class,"  Psy- 
chological Clinic,  5:245-50,  January  15,  1912. 

In  a  Cincinnati  school  a  group  of  superior  children  did  two  years  of  work  in 
one  year  but  this  gain  was  the  least  of  the  benefits  derived  from  the  plan.  Mental 
activity  and  development  were  greatly  increased. 

331.  Van  Sickle,  J.  H.  "Plan  of  the  Xorth-Side  schools  of  Denver," 
Addresses  and  Proceedings  of  the  National  Education  Assoc- 
iation, 37:434-41,  1898. 

A  description  of  the  Denver  plan  and  a  general  discussion  in  favor  of  flexibility, 
minimum  essentials,  etc.  In  the  Denver  plan  there  were  no  fixed  promotion  dates 
until  the  third  grade  was  reached.  Above  that  the  promotions  were  made  every 
semester. 

332.  Van  Sickle,  J.  H.  "Provision  for  exceptional  children  in  the 

public  schools,"  Psychological  Clinic,  2:102-11,  June  15,  1908. 

A  discussion  of  provisions  for  all  sorts  of  exceptional  children  except  the  super- 
ior. 

333.  Van  Sickle,  J.  H.  et  al.  "Preliminary  report  of  the  committee 
on  provision  for  exceptional  children  in  the  public  schools,"  Ad- 
dresses and  Proceedings  of  the  National  Education  Association, 
46:348-85,  47:343-67,1908,  1909. 

A  discussion  of  physically,  intellectually,  and  morally  exceptional  children  and 
of  various  provisions  being  made  for  them  in  Worcester,  Indianapolis,  Baltimore, 
St.  Louis,  Berlin,  and  elsewhere. 

[48] 


334.  Van  Sickle,  J.  H.  "Provision  for  gifted  children  in  public 
schools/'  Addresses  and  Proceedings  of  the  National  Education 
Association,  48:155-60,  1910. 

Mentions  various  reports  and  studies  that  had  been  made  and  tells  of  the 
Baltimore  plan  of  giving  high-school  pupils  extra  work  if  they  are  bright  enough. 

335.  Van   Sickle,   J.   H.    "Provision    for   gifted   children   in   public 

schools,"  Elementary  School  Teacher,  10:357-66,  April,  1910. 

States  that  both  inferior  and  superior  children  should  receive  special  atten- 
tion and  that  there  should  be  groups  organized  on  the  basis  of  ability. 

336.  Van  Sickle,  J.  H.,  Witmer,  L.  and  Ayres,  L.  P.  "Provision  for 
exceptional  children  in  public  schools."  United  States  Bureau 
of  Education  Bulletin,  1911,  No.  14.  92  p. 

A  rather  complete  discussion  dealing  with  methods  of  finding,  classifying,  pro- 
moting, teaching,  and  in  general  providing  for  exceptional  children.  Also  deals  with 
the  number  found  retarded,  eliminated,  etc. 

337.Wallin,  J.  E.  W.'The  mental  health  of  the  school  child." 
Public  School  Provisions  for  Mentally  Unusual  Children.  New- 
Haven:    Yale  University  Press,  1914,  p.  383-428. 

Gives  questionnaire  results  from  over  300  cities  and  sketches  the  history  of 
special  and  ungraded  classes. 

338.  Wanger,  Ruth.  "The  special  class."  News  Letter,  19:4-5,  May, 
1923. 

An  account  of  provisions  for  dull  pupils  of  high-school  age.  A  special  course  in- 
cluding English,  civics,  commercial  work,  sewing,  etc.  was  arranged  for  those  who 
could  not  do  ordinary  academic  work.  The  results  have  on  the  whole  been  favor- 
able. 

339.  Washburne,  C.  W.  "Breaking  the  lockstep  in  our  school," 
School  and  Society,  8:391-402,  October  5,  1918. 

An  argument  for  individual  progress. 

340.  Whipple,  G.  M.  "Supernormal  children."  Monroe's  Cyclopedia 
of  Education.  New  York:  Macmillan  Company,  1913,  Vol.  5, 
p.  464-68. 

A  discussion  of  a  number  of  plans  for  taking  care  of  bright  children. 

341.  White,  E.  E.  et  al.  "Several  problems  in  graded-school  man- 
agement," Addresses  and  Proceedings  of  the  National  Educa- 
tion Association,  14:254-63,  1874. 

A  discussion  of  annual  promotion  and  the  need  of  adapting  the  schools  to 
individual  pupils. 

342.  Witmer,  Lightner.  "The  training  of  very  bright  pupils,"  Psy- 
chological Clinic,  13:88-96,  December  15,  1919. 

A  discussion  of  the  meaning  of  brightness,  the  number  of  bright  and  inferior 
pupils  found,  etc. 

[49] 


343.  Woodrow,    Herbert.     Brightness    and    Dullness    in    Children. 

Philadelphia:    J.  B.  Lippincott  and  Company,  1919.    322  p. 

There  are  various  discussions  of  retardation  and  advancement,  elimination, 
special  classes,  bright  and  dull  pupils  and  experiments  with  bright  pupils. 

344.WOODS,  Elizabeth  L.  "Provision  for  the  gifted  child,"  Edu- 
cational Administration  and  Supervision,  3:139-49,  March,  1917. 

A  summary  of  provisions  in  a  large  number  of  cities  showing  that  flexible 
promotion  is  very  common,  special  classes  or  groups  fairly  so,  and  that  practically 
all  superintendents  favor  making  some  such  provision. 

345.  Young,  Ella  Flagg.  "Grading  and  classification  of  pupils,"  Ad- 
dresses and  Proceedings  of  the  National  Educational  Associa- 
tion, 32:83-86,  1893. 

A  rather  general  discussion. 

346.  "The  Cambridge  plan,"  Journal  of  Education,  75:375-76,  April 
4,  1912. 

A  brief  description  of  this  plan. 


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